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基于构式语法的初中生英语双及物结构习得的调查研究

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2020-12-27编辑:vicky点击率:197

论文字数:42569论文编号:org202012241506435058语种:英语 English地区:中国价格:$ 66

关键词:初中英语教学论文英语双及物结构构式语法初中生

摘要:本文是一篇初中英语教学论文,本文主要通过英语语法判断问卷对双及物结构的习得现状进行研究。

本文根据定量统计的分析结果,提出了促进英语教学的主要发现和教学启示。最后,本文也指出了本研究的局限性,并提出了一些建议,作为对未来研究的补充。

Chapter I Introduction


1.1 Research Background

The English Curriculum Standards of Compulsory Education (2011) explicitly states thatthe overall goal of English curriculum in compulsory education stage is to enable students toform preliminary comprehensive language application ability, promote mental developmentand improve humanistic quality through English learning. Language knowledge is regarded asthe basis of comprehensive language application ability (Ministry of Education, 2011, p. 8).Language knowledge, especially grammar knowledge is an important part of language. It is afact that verb structure is a crucial content in language learning. About various verb structures,taking simple sentence as an example, can be divided into ditransitive construction,caused-motion construction and middle construction. However, ditransitive construction, as atypical feature of junior high school grammar, syntactically formed by S +V+O+O, is deemedas a kind of special argument structure among English structures because of its double nounphrases denoting two objects that follow the predicate.

Exactly speaking, the reason why traditional grammar could have decreased the focusingpoints on the conveying of sentences’ meaning is that it depends on the instruction of sentencerules to a considerable degree. Hence, just as Lin and Liu (2012) viewed, traditional grammarmethod ignores the meaning embedded in grammar itself but only pays attention to thepractice of grammar rules. Therefore, learners are weak in using these grammar points in thenatural context appropriately and accurately. To be opposite, Construction Grammar (CG), anovel approach in cognitive linguistics headed by Goldberg (1995) and with contributors suchas Langacker (1987), Fillmore and Kay (1988), emphasizes the linking between form and meaning, with the proposal that the grammatical rule has an independent and completemeaning involved in itself and such kind of meaning actually is motivated. Such aconstructional way can not only reflect the integration between syntax and semantics, but alsoaffect the interaction between the construction and verbs systematically opposed to thetraditional grammar approach where the integration is presented more or less arbitrary.

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1.2 Research Purpose

For a long time, English grammatical learning process is so boring and complex thatmakes students anxious and confused. Firstly, it is difficult for students to master thecomplicated network of grammar. Secondly, students have trouble in putting language points into specific settings. Thirdly, numerous teachers are inclined to teach grammar points by rotewith respect to sentences’ patterns. Consequently, students are weak in practicing in naturalcontexts although they are skillful in reciting grammatical rules.

As it is mentioned before, ditransitive construction takes an important position ingrammar learning. However, the application of construction grammar provides Englishteachers and learners with a new scope to comprehend ditransitive construction. Ditransitiveconstruction owns its special semantic features and complex syntactic configuration, whicharouse great attention of second language researchers at home and abroad. Hence, based onconstruction grammar theory, th论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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