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ation of linguistic form in a meaningful context.A refers to thespecial processing of target grammar to attract students’attention,such as shadingand bold facing.C refers to the joint construction of target grammar rules.E is theextensive exercise.After students have mastered the rules of the target grammar,theycan creatively use the target grammar in a meaningful context.

In short,the key features of PACE are that students are immersed in themeaningful context to learn grammar structures.Besides,teachers and studentsco-construct grammar rules through negotiation and communication,conducive to thedevelopment of their individual ability.

2.2 Grammar and Grammar Teaching

Sentences can’t be produced without words.Any correct sentences can’t becreated without grammar.It is obvious that the role of grammar in second languagelearning can not be overlooked and the distinct cognition of grammar will also bringabout the differences in grammar teaching.

2.2.1 The definition of grammar

There is no consistent definition of grammar.Two types of views on grammarcome out.

The first is to view grammar as static language rules with emphasis on thefunction of language form and structure.For this view,numerous scholars put forwardtheir definition.

Young(1984)pointed out that grammar is a system of language rules andlanguage constitutes a set of words and grammar rules.Ur(2009)argued thatgrammar can be defined as a way to combine words into longer meaningful semanticunits.One definition of Merriam Websters Collegiate Dictionary written by Webster(2003)is that grammar is a system of rules to define the syntactic structure oflanguage.Chomsky(1965)proposed the concept of grammar as a system of rules todetermine the formation,use and understanding of sentences.

Chapter Three Theoretical Foundation ...................... 21

3.1 Input Hypothesis ......................... 21

3.1.1 Basic views of the input hypothesis ......................... 21

3.1.2 Application of noticing hypothesis to the present study ............ 22 

Chapter Four Research Methodology ....................... 29

4.1 Research Questions .................................... 29

4.2 Research Participants ................................ 29

4.3 Instruments ................................ 30

Chapter Five Results and Discussion ..................... 53

5.1 Results of Tests ...................... 53

5.1.1 Results of pre-test before action research ...................... 53

5.1.2 Results of post-test after action research ..................... 55

Chapter Five Results and Discussion

5.1 Results of Tests

The analysis of the tests includes the analysis of pretest and post test.The formeris to identify whether the control class and experiment class are at the same level andto provide reference for the identification of the problems.The latter is to investigatethe effects of grammar teaching based on PACE model on students’ability.

5.1.1 Results of pre-test before action research

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