英语论文网

In  the  16th  century,  The  English  grammarian  Lily  followed  the  example  of  the  Latin grammarians  Donatus  and  Priscian,  who  established  the  descriptive  English  tense  pattern, arguing that there were five tenses in English:  the past perfect, the present perfect, the past, the present and the future. (Matthewssen, 1996: 433 & He, 2006) 

The  tense  teaching  developed  from  the  traditional  form-focused  way  to  the  cognitive grammar, from the cognitive grammar to a more constructive way.

Bielak  (2011)  carries  out  research  among  50  participants  who  are  divided  into  three groups,  one  is  the  control  group,  the  other  two  are  experimental  groups.  In  experimental groups,  one  of  them  uses  cognitive  grammar  instruction,  and  the  other  uses  traditional accounts.  The  results  show  that  cognitive  grammar-based  instruction  is  more  effective  in explicit grammatical knowledge than that of teaching based on traditional descriptions. 

Fazilatfar (2017) does empirical research among third grade middle school students, one group  receives  concept-based  instruction  that  based  on  cognitive  grammar,  and  the  other group receives traditional instruction. The study lasts eight weeks, and the results show that students  who  received  concept-based  instruction  can  perform  better  than  those  in  the traditional group.

Chapter 3 Research Methodology ................................. 11

3.1 Research Questions .............................. 11

3.2 Research Subjects .................................. 11

3.3 Research Instruments .................. 13

Chapter 4 Results and Discussions ...................... 22

4.1 Results and Discussions of Questionnaires .......................... 22

4.2 Results and Discussions of Tests ................... 22

4.3 Results and Discussions of Interview ................................... 27

Chapter 5 Conclusion........................ 29

5.1 Major Findings ............................. 29

5.2 Pedagogical Implications .................................. 30

5.3 Limitations and Suggestions for Further Study .................... 31

Chapter 4 Results and Discussions

4.1 Results and Discussions of Questionnaires

Through SPSS data analysis software, the results of the questionnaire in the experiment class (7.1) before using situational English tense teaching are as follows: (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。