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The Application of PACE Model on Teaching English Grammar in Middle School—A Case Study of Present Progressive Tense
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Abstract
Grammar teaching is of a great importance in middle school. Grammar translation teaching method pays more attention to the forms and rules of language than to the meaning of language, while the communicative approach pays more attention to the meaning of language. The author applies PACE model to the teaching of Present Progressive Tense to explore the effect of teaching and learning under PACE model and PPP model, also to observe students' learning attitudes in the teaching of two models. This study selected 42 students from Tianjiazhai Middle School in Xining as the research subjects, 42 students were randomly selected from four parallel classes and they were divided into Control Class (Hereinafter referred as CC) and Experimental Class (Hereinafter referred as EC). PPP model and PACE model were used in these two classes respectively. Content of study is from People’s Education Press English Grade 7 Second Book. After the experiment, the data from Testing, Classroom observation and Questionnaire was collected by SPSS26. After students finishing post-test, students’ scores of two classes were compared, which showed that the average score of EC is 9.67 higher than CC. it means that under the premise of the same teaching content, students can get higher scores in PACE model. In the process of using PACE model, we get the following enlightenments: teachers should create certain situations, choose moderate materials and adopt various methods and alternative activities.
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How to cite this paper
The Application of PACE Model on Teaching English Grammar in Middle School—A Case Study of Present Progressive Tense
How to cite this paper: Shixia Li, Hongyan Tuo. (2023). The Application of PACE Model on Teaching English Grammar in Middle School—A Case Study of Present Progressive Tense. The Educational Review, USA, 7(4), 426-436.
DOI: http://dx.doi.org/10.26855/er.2023.04.007
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