Research on the Application of the PACE Model Based on Situational Teaching Method in High School English Grammar Teaching

Qian Xie

doi:10.63313/IJED.9061

Authors

Qian Xie China West Normal University, Nanchong Sichuan, 637009, China Author

DOI:

https://doi.org/10.63313/IJED.9061

Keywords:

Situational Teaching Method, PACE Teaching Model, High School English Grammar Instruction

Abstract

English grammar serves as the foundation for accurate expression and effective communication. However, traditional grammar instruction often overemphasizes linguistic forms while neglecting their practical application in authentic communicative contexts. The PACE teaching model, grounded in input processing, interaction, and output theories, effectively integrates both form and meaning. Applying the PACE model through a situational teaching approach to high school English grammar instruction helps guide students to deeply understand the meaning-making functions of grammatical structures. This is achieved by engaging them in authentic contexts through perception, imitation, and observation, thereby enabling the accurate and flexible use of grammatical knowledge to solve problems in communicative activities. Therefore, this paper aims to explore the application of the PACE model within a situational teaching framework to high school English grammar instruction, supported by specific teaching cases. The objective is to promote the development of students’ grammatical competence and their core literacy skills.

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