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认知语法视域下的初中英语语法教学的行动研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-12-26编辑:lgg点击率:1487

论文字数:35412论文编号:org201712181927403187语种:英语论文 English地区:中国价格:$ 66

关键词:初中英语教学论文行动研究认知语法语法教学

摘要:本文是初中英语教学论文,研究结果显示,认知语法教学能够提高学生的英语学习成绩及语法使用的能力。除此之外,认知语法观指导下的语法教学还能够提高学生的学习兴趣和学习动机,激发学生参与课堂的热情。

Chapter 1 Introduction

With the development and the changing situation of education in this era,English teaching in China is still confronted with many challenges. So is Englishgrammar teaching in junior high school. This chapter introduces the background, thepurpose and the significance of the study, as well as the overall structure of the thesis.

1.1 Background of the Study
Grammar teaching plays an important role in foreign language teaching inschools. But how to teach grammar is still a problem that confuses all Englishteachers.Grammar is one of the most important parts in English teaching. People cannotcommunicate with others without the correct use of grammar structures even thoughthey may possess a large vocabulary. All the problems in today’s English grammarteaching are so obvious that all teachers and educators are expected to find a way tochange the situation as soon as possible. According the study of Lin Zhengjun andJiang Hui(2012), most of the teachers still use the traditional method to teach Englishgrammar, which is independent of contexts and ignores the combination of grammarlearning with students’ experience and knowledge. Teachers seldom analyze theunderlying reasons for students’ grammatical errors and the textbook is used in amechanic way. In grammar class, teachers present grammatical points, while studentstake notes and recite them. Students are merely taught the strategies to memorize the grammatical points rather than use them in different contexts. Therefore, manystudents fail to use grammar items correctly in examination or in real communication.These are all where the problems are.Lin and Jiang (2012) put forward that the most meaningful questions aboutgrammar teaching are that what kind of grammar we should teach and how to teachgrammar well. According to them, teachers’ main task is to figure out the nature ofgrammar and pay attention to the integration of structure and function.Cognitive grammar emphasizes people’s experience and cognition in real life.Both context and enough examples of certain grammar items are valued highly incognitive grammar teaching. This paper aims to apply cognitive grammar founded byLangacker in the 1970s, trying to improve English grammar teaching in junior highschool.
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1.2 Significance of the Study
Nowadays, how to teach grammar well and make students interested ingrammar learning has become a topic that all educators pay attention to. Difficultiesof English grammar in middle school still exist, such as the confliction betweenteaching goals and the students’ actual state of learning, the students’ lack of interestin learning and the insufficiency of practice.Sometimes, teachers spend a lot of time teaching students grammar points. Butit seems that it doesn’t work as is expected. Because students cannot understand thereason why we use a grammatical point in a specific context and do not know the differences between some similar grammatical items. In this case, how to switch ourway of teaching to meet students’ need of learning grammar is the key to this problem.This is the reason the study adopts cognitive grammar into grammar teaching.It is hoped that the study is not only a supplement of cognitive grammarteaching theory but also an improvement of grammar teaching in junior high schoolEnglish teaching. The thesis tries to explore an effective way to teach Englishgrammar well, discussing the effects and 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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