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Chapter 1 Introduction

1.1 Background of the study
Grammar is the premise of doing English reading, the key to English writing skills andthe bridge of speaking English fluently. Grammar rules for forming words and combiningthem into sentences. It is clear that grammar proclaims the rules of words-transformation andsentence-making so that to learn grammar is a necessary for learning a language. Althoughsince 1970s, the teaching method of communication has been developed according toHalliday’s Systemic Functional linguistics, the teaching of grammar has been ignored.Krashen(1981) proposed that foreign language should be learned naturally and he is alsoopposed to grammar-teaching. Because of their influences, grammar-teaching becameunimportant for English learners. It led to serious consequence. As Marianna Celce-Marcia(2002) said, “Convinced evidence shows that teaching without grammar, though based oncomprehension, will lead to Pidgin foreign language”. Tusi (2003) considered that in theprocess of second language learning, the problem is not whether to teach grammar but how toteach it. Andrea Tyler (2005) proposed that considering the principles of grammar-teaching,the cognition of language nature and structure is the most important issue. Generalism andStructuralism both consider language as an autonomous system. This made language learningbecome a list of rule system, words bank and special cases, while result in learning a languageby reciting language forms and special cases. Obviously, learning process like this mademeaning and form divided and lower the learner’s subjective factors.Opposite to traditional teaching method, cognitive linguistics offers a new viewpoint. Itfocuses on the affect of human experience and cognitive ability on language comprehensionand application. It combined language form with meaning and meaning is primary.Langacker’s Construal Theory in cognitive grammar offers us a new viewpoint togrammar-teaching by combining form and meaning.
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1.2 Significance of the Study
In terms of the current situation of grammar teaching in China, some people encourage‘desalting grammar’, focusing on developing communication ability. Some pay moreattention to the instruction of English grammar. These two points of view are all one-sided. Itis necessary to rethink profoundly and study on English teaching method in high school.“Absolutely, education is not merely to give unilateral culture but to inspire human being’screativity, help human realize the worth of life and gain viewpoint of value.”(Pan Zhonggang,2002). With the high school students growing, their knowledge level is higher andself-awareness is stronger. They will explore the internal rules of object developing. Thetraditional teaching method can’t fulfill their requirement which demands to change teachingmethod to meet their requirement. Cognitive Grammar holds that language expression isbased on people’s perception experience and cognitive process to the outside world. Grammarstructures depend on human cognitive system and semantic structure. In order to representGrammar structures clearly, Construal Theory is used to represent semantic structures. Thispaper aims to employ Construal Theory to grammar teaching in high school to verify thegrammar teaching effectiveness attained through the application of Construal Theory.
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Chapter 2 Literature Review