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problems of cognitive grammar teaching.Besides, this thesis also has its practical significance. The researcher tries to figure outthe problems we have in English grammar teaching, finding out how students think ofEnglish grammar learning and what the most difficult part is for them in learninggrammar. What’s more, during the action research, plans are constantly changed toapply to different stages of English learning in order to promote the reform ofteaching mode as well as enhance teachers’ skills in teaching and promoting thedevelopment of English curriculum reform in junior high school. This study is abottom-up effort to improve English grammar teaching in junior high school in China.
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Chapter 2 Literature Review

This chapter will give a general review of cognitive grammar, English grammarteaching, action research, as well as relevant previous study abroad and at home.

2.1 Grammar and Cognitive Grammar
Cognitive grammar was first put forward by Ronald W. Langacker (1976)which emphasizes people’s experience and cognition in real life. In this part,definition, basic theoretical basis and principles of cognitive grammar will bereviewed.Grammar is the rule of language organization, which gives the language astructure to form system, is the summation of morphological changes, lexical use andsyntax use. As a part of the language, grammar is the main block of language.Learning grammar helps to cultivate students’ ability to understand English correctlyand to use English correctly, so that students can make fewer mistakes in the learningprocess. Therefore, grammar plays an important role in English Teaching in seniorhigh school. However, since the concept of “grammar” was born, various views ongrammar have been “shining on the stage”, which makes the discussion of grammarconstantly deepening and expanding.Application Grammar Dictionary of Longman (2005) defined grammar asfollows: Grammar is the language description of interpreting phrase and sentencesmaking. It is a description of ways that language structure and language unit tocompose sentences; it usually includes the significance and function of thesesentences in different language system.Linguist Widdowson (1990) claimed that grammar is the rules of vocabularychanges and the rules of sentences writing. Widdowson said that “without grammar,language just like a chicken without a bone” therefore, we can see that Widdowsonthought the “grammar” was the basis of grammar, it clearly pointed out the contentsand ways to study of grammar.
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2.2 Principles of Grammar Teaching
Based on the key concepts and theories of cognitive grammar, Lin Zhengjunand Jiang Hui (2012) summarized the principle and criteria as following:Carthy, M. (1991) advocates Discourse Grammar actively, she is pointed outthat the traditional grammar teaching is often to simplify grammar facts, justproviding rules and experience without distinguishing the object and the use ofcontext for grammar teaching. Discourse grammar emphasizes the essences of contextand coherence of communication and the expression of information should be clear,consistent, and appropriate. Context is also one of the components of the grammar.Modern grammar teaching focuses more on learning grammar in the actual use oflanguage. Teachers should try their best to create the grammar context and situation for students, which is much convenient for student