英语论文网

>
2.1 Overview of Construal Theory
Cognitive Grammar is the main part of Cognitive Linguistics. Cognitive Linguistics isdifferent from Generative Linguistic which pays more attention to language form. CognitiveLinguistic starts from meaning so that Cognitive Grammar also starts from meaning. CGclaims that “grammar is meaningful because it embodies and symbolizes a particular way ofconstruing conceptual content”(Langacker 1991). In CG parlance，as described in Langacker(1987) and Taylor (2002) ， the meaning of a linguistic expression involves not only itsconceptual (objective) content ， but also how that content is construed ； the syntax of anexpression reflects its conceptual organization，and represents the specific cognitive construalof the scene it describes. Construal Theory belongs to Cognitive Grammar; it refers to the ability to describe thesame situation in different ways. CG likens conceptual content to a scene and ConstrualTheory views it as a certain way. Taylor (2002)considers Construal Theory as “the verywording that we choose in order to linguistically encode a situation rests on the manner inwhich the situation has been mentally construed”．Hamawand (2005) claims that “a languagestrategy which allows the speaker to conceptualize a situation in discourse and choose theappropriate structure to represent it in language”. Woods (2007) also maintains that “aparticular situation can be construed in various ways，and the ways of coding the situationconstitute different conceptualizations”．This means that the structure used is connected withthe cognitive construal employed and that cognitive construal chosen to structure situationsare equal to different mental experiences. Consequently，the cognitive construal implied by alinguistic expression constitutes a decisive facet of its meaning．
……………

2.2 Overview of Current Trends in English Grammar Teaching
Grammar teaching is a key point in teaching English. According to the New CurriculumReform on senior middle school which emphasizes on the students’ language ability, to learnEnglish grammar becomes more important. While most English teachers teach Englishgrammar in a traditional teacher-centered way, students still believe grammar class dull andwith a low efficiency. Teaching grammar means explaining the structures to the class anddoing many exercises what has been prepared before class. However, it is not an effective wayto teach grammar. Students know what the rules are after learning grammar, while they can’tuse them properly when communicating with others. So it is significant for teachers to find agood way to solve these problems. Grammar is the study of use of the rules by which words change their forms and arecombined into sentences. (Modern Chinese Dictionary)Grammar is the rules of language structures, including morphology and syntax. (Ci Hai)Above all, it is clear that Grammar is the study of the rules of morphology and thestructures of syntax.
……………

Chapter 3 Research Design and Procedures....... 13
3.1 Research Purpose.... 13
3.2 Research Subjects......... 13
3.3 Materials..... 14
3.4 Instruments........14
3.5 Procedures of the Research.......14
3.5.1 A Sample Lesson Plan.... 20
3.5.2 Instruments and Data Analysis Device......... 23
Chapter 4 Data Presentation and Discussion...... 25
4.1 Data Presentation.... 25
4.2 Discussion...本论文由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。