首页 >  硕士论文 > 英语硕士论文 >   正文

英语硕士论文:PACE教学模式在初中英语语法教学中的应用研究

添加时间:2017-06-09 20:42:20   浏览:次   作者: www.dxlwwang.com
专业论文资料, 搜索论文发表论文代写论文网为你解忧愁!详情请咨询我们客服。
获取免费的论文资料? 欢迎您,提交你的论文要求,获取免费的帮助

Chapter One Introduction

 
1.1 Background of the Study
As the extremely important part of foreign language teaching, grammar teaching is of great account.Zeng Xianmo (2003) indicates English is a foreign language for Chinese students and that students have nothe situational context where they can acquire the skill naturally, so students must learn a rule to judgewhether the usage of language is right or wrong. Larsen-Freeman (1992) points out that we should not lookupon grammar as a set of static rules, but as the fifth skill parallel to reading, writing, listening andspeaking. Huang Yuanheng (2003) considers it nearly impossible for students to have a sustainabledevelopment in the future without grammar knowledge and competence in a certain degree. Lu Ziwen(2008) mentions grammar is the law of language use, the starting point and the way of language study.Grammar competence is the component of language ability.However, there are two phenomena about junior grammar teaching in our country under thebackground of new curriculum reform. On the one hand, influenced by traditional instructional methods,teachers take grammar instruction too seriously, concentrating on the presentation, explanation andmechanical practice of grammar, so fostering students’ language ability is ignored. Hence, for most ofstudents, the intent of learning grammar is to grapple with a test, and for this reason, students are unable toput grammar to use in real verbal communication. On the other hand, quite a few teachers grasp themethod of grammar teaching with a deviation under the influence of the communicative language teaching.Many teachers deem the communicative language teaching is to turn out the capability of reading, writing,listening and speaking and that grammar teaching should be down or given up for grammar, generally, isinstructed by some old-fashioned teaching methods. Therefore, they try to make students acquire law oflanguage through this kind of instructional method entirely. However, the acquisition of foreign language isdifferent from natural acquisition of native language. Accordingly, students are not capable of attainingenough English stimulation. Teaching grammar in this way will go astray (Liu Sifang, 2012).
..........
 
1.2 Purpose of the Study
Grammar has always been a topical issue in foreign language teaching, but it is neglected all through,especially the ten years during which new curriculum reform is carried out. Most of teachers deemwhoever studies or instructs English grammar is against the idea of new curriculum reform. In fact, newcurriculum reform does not back to make light of grammar, but to change the grammar-centered situationin the past. Grammar learning not only needs to master rules of language, but also to be able to use therules. Grammar should be acquired in the actual communication. PACE model is a new teaching modelwhich is based on the input hypothesis, schimidt’s noticing hypothesis and constructivism and ordinarilyapplied to contextualized grammar instruction. Through applying PACE model in junior English grammarinstruction, the study is intentioned to explore how to implement English grammar teaching incommunicative context so as to improve students’ English grammar achievement and to change theirattitude to English grammar learning.
..........
 
Chapter Two Literature Review
 
2.1 Researches on Grammar Teaching abroad and at home
The researches on grammar teaching have been explored over and over again and deepened little bylittle for a long time in the field of language teaching. The researches on grammar instruction abroadmainly focused on the following two aspects. The one aspect was related to the essentiality of grammarinstruction in foreign language classrooms, and the other was about the methods of grammar teachingthroughout history. Over the years, whether grammar should be taught or not in the process of foreignlanguage teaching and learning has been discussed all along and there are two distinctly different ideasabout grammar instruction, the viewpoint of supporting grammar teaching and the one of rejectinggrammar teaching. In addition, within a period, people were quite in favor of grammar teaching, however,they were likely to reject strongly it in another period.Some scholars represented by Krashen disagreed with teaching grammar in foreign languageinstruction. Krashen (1981) held that language learning was not so much a learning process withconsciousness as a process of acquisition in natural context. Grammar classes were considered as theclasses where only declarative knowledge related to grammar structures can be developed, instead ofprocedural knowledge which played a significant part in language use.Krashen and other scholars found out that the language learners whose native language was differentadhered to the learning sequence similar to the acquisition of native language, when they were learningEnglish morpheme. Hence, in terms of foreign language learning, a doubt whether foreign languagelearning should follow the rules was generated naturally since both native language learning and foreignlanguage learning kept the same rules and the acquisition of native language was achieved without theinstruction of grammar knowledge. (Krashen, 1981; Schwarts, 1993; Zobl, 1995)Schwartz (1993) clearly pointed out that people could assume the emergence and existence of someinterlanguage only when the definite evidence was sought out.Truscott (1996, 1998) considered that some researches demonstrated the positive effects of grammarinstruction, but the researches just tested their meta-linguistic knowledge rather than examine the learners’ability to use target language into real communication.
.........
 
2.2 Researches on PACE Model abroad and at home
American linguists Adair-Hauck, B., and Donato, R. (1994) first brought forward PACE, an acronymfor the four steps ameliorated under the viewpoint of the whole language, whose teaching concept wasteaching grammar in relative contexts so as to develop students’ ability of using grammar in practice.Adair-Hauck, B., & Donato, R. (2000, 2002) attempted to apply this model into French grammarinstruction and to achieve the coalescent of the form, meaning and use of grammars during standards-basedlanguage learning.Subsequently, some scholars at home also spent some time and energy on the studies applying PACEmodel in English grammar instruction. However, most of them just explored theoretically and empiricalstudies were just a few.Shan Qianqian (2010) first displayed PACE model entirely and two samples are attached to furtherexplore and analyze its significance in practical teaching. In theory, she pointed out that the great potentialof this model in grammar teaching, but the model is still not used into ELT classrooms in China.Guo Xiaodong (2011) made a comparison between PPP model and PACE model applied in hisChinese teaching as the second language aiming at exploring their differences in dealing with the relationbetween form and meaning and that between explicit grammar instruction and implicit grammarinstruction. In contrast, PACE model took both form and meaning into account and the meaningcomprehension and communicative expression were regarded as the core from beginning to end.Long Xiaoxue (2012) conducted an empirical study of the Application of PACE model in seniorEnglish grammar instruction based on the whole language. Her study indicated this model could facilitatestudents to master grammar knowledge, boost their participation in classroom activities and inspire theirinterest in grammar learning.
.......
 
Chapter Three Theoretical Framework........ 18
3.1 The Input Hypothesis....18
3.2 Schmidt’s Noticing Hypothesis..........20
3.3 Constructivism Theory............ 21
3.4 Summary............23
Chapter Four Research Design..........24
4.1 Research Questions.......24
4.2 Subjects..............24
4.3 Instruments.........25
4.4 Teaching Material......... 26
4.5 Procedures of Experiment....... 27
4.6 Data Collection............. 40
Chapter Five Results and Discussion........... 41
5.1 Results and Discussion of Tests..........41
5.2 Results and Discussion of Questionnaires.....43
5.3 Results and Discussion of Interview............. 45
 
Chapter Five Results and Discussion
 
5.1 Results and Discussion of Tests
The pre-test, containing the grammar points that students have learned in the previous Englishlearning, were conducted for both the experimental class and control class before the experiment in orderto grasp the overall English grammar levels of the two classes and to check whether they are parallelbefore the experiment. The total score is 100 and the test time is 60 minutes. Here an independent sampleT-test is employed to analyze the scores of the two classes and further investigate whether there aresignificant differences in general English grammar level between the two classes. The result and relativedata analysis are shown in table 5.1.1.1 and table 5.1.1.2.In accordance with Table 5.1.1.1, we can notice the mean achievements of EC and CC are 52.83 and54.70 respectively which is nearly at the same level. From Table 5.1.1.2, we can find the Levene's Test forequality of variances Sig. is 0.639, obviously higher than 0.05, which means equal variances are assumed,so we should further observe the relative line. The mean achievement of CC is only higher 1.87 than ECwhich can be neglected compared with the full score 100. And Sig. (2-tailed) in the right of the Table is0.741, which is higher than 0.05, so we can get there are no significant differences in pre-tests between ECand CC.
..........
 
Conclusion
 
There is no doubt that grammar is very important during English teaching and learning, seen as thefifth skill parallel to listening, speaking, reading and writing. Grammar teaching is to develop students’language communicative competence and the development of students’ language communicativecompetence must be on the basis of mastering the relative grammar knowledge. Many people have beenexploring how to implement English grammar teaching in communicative context so as to make studentsreally master the form, meaning and use of grammar with the purpose of improving their language ability.PACE Model is based on the input hypothesis, Schmidt’s noticing hypothesis and constructivism andintegrates various advantages of other grammar teaching methods, so it reflects the latest teaching concept.And an experiment was designed to examine whether the application of PACE Model in junior Englishgrammar teaching can improve students’ English grammar achievement and whether it can change theirattitude to English grammar learning. After the relative teaching experiment and data analysis, we candraw some conclusion.First, the application of PACE model in junior English grammar teaching is conductive to changingstudents’ English grammar achievements. During the experiment, the five target grammar points are taughtthrough PACE model in experimental class while control class is in the way of PPP model. Eventually, thegrammar achievements of post-test in experimental class is distinctly higher than control class and theimprovement in experimental class is more significant compared with that in control class. Through theteaching experiment, it is apparent that applying PACE model is effective to improve students’ Englishgrammar achievements during English teaching and learning.
.........
References (omitted) 

提供海量毕业论文,论文格式,论文格式范文,留学生论文,商务报告相关资料检索服务。
本论文由代写论文网整理提供 http://www.dxlwwang.com/
需要专业的学术论文资料,请联系我们客服
本文地址:http://www.dxlwwang.com/yingyu/5986.html
论文关键字:英语硕士论文 PACE 教学模式 初中 英语语法教学