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摘要：The purpose of this thesis is to test and verify the effectiveness of applyingFigure-Ground Theory to senior high English emphatic structure teaching. In order to fulfillthe purpose, this study attempts to answer two research questions by a series of researchprocedures.

. In traditional grammar, it-cleft sentence is asentence which is divided by the structure “it+be+…+that-/who-” and then is separated intotwo separated parts, each part having its own verb. As mentioned above, Otto Jesperson (1945)was the first person who coined it-cleft sentence and he was also the most influential oneanalyzing it-cleft sentence in the traditional group. Two approaches were used by him toanalyze it-cleft sentence. One of them was named “transposition” analysis. He stated that “it”rather than “it is” was the relative clause in it-cleft sentence. The other was “intercalation”analysis which Jespersen (1937/1965) put forward in his book Analytic Syntax. He suggestedusing “it is” along with the connective word to be the extra-position, which was symbolized []in this book. In his opinion,
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3 Theoretical Framework: Figure-Ground Theory ......... 12
3.1 An Introduction to Figure-Ground Theory......... 12
3.1.1 Figure/Ground Separation ...... 12
3.1.2 The Principles of “Pragnanz”....... 15
3.1.3 Linguistic Application of Figure-Ground Theory by Talmy ....... 16
3.1.4 Linguistic Application of Figure-Ground Theory by Langacker ....... 18
3.2 Prominence View ..... 18
3.3 Summary ...... 19
4 Research Methodology..... 20
4.1 Research Hypotheses and Questions...... 20
4.2 Subjects ........ 20
4.3 Instruments ......... 21
4.4 Procedures of the Experiment .... 22
4.5 Data Collection......... 27
5 Data Analysis and Discussion...... 28
5.1 Results in the Pre-test..... 28
5.2 Results in the Post-test ......... 29
5.3 Discussions of the Two Tests..... 31
5.4 Results and Discussions of the Questionnaire.... 33
5.5 Summary ...... 36

5 Data Analysis and Discussion

5.1 Results in the Pre-test
At the beginning of the experiment, a pre-test was given to the two classes. This testaims to find out whether the average learning and acquisition of the CC and EC are at thesame level or not. What is more, it aims to expel the disturbance for the results analysis of thetests. For example, if there are big differences between the two classes, it is then very difficultto find out the relationship between Figure-Ground Theory teaching model and theimprovement of English emphatic structure learning. The data is listed in the following twotables. Table 5.1 shows the descriptive statistics of the data collected in pre-test of both EC andCC. From Table 5.1 we can see that the mean of CC is 12.5333, while the mean of EC is12.6000, so the mean of the two classes are very similar, so there is no great difference in theperformance of CC and EC at the beginning of the experiment.
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Conclusion

English grammar teaching has not only been the focal and difficult part of the Englishteaching, but also the important and difficult points for students to grasp. Many Englishgrammar points are very boring, so when teachers use traditional teaching approach to teachstudents grammar points, many students are not able to understand the explanation of theobscure grammar and the meaning and functions of the grammar, and are not able to makefull use of English grammar. Cognitive linguistics is an important direction of language studyin recent years, and it is also the im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。