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ption,knowledge representation, reasoning to creativity and problem solving. Therefore, it is themore recent additions to psychological research, which is having only developed as a separatearea within the discipline since the late l950s and early 1960s.Piaget, as the founder of modern cognitive psychology, put forward the geneticepistemology. In the United States, when behaviorism was in the lead, Piaget’s theory did notgain any attention till the debate between mechanism and mentalist occurred. People reallyfound the value of his theory and its contribution to the study of language acquisition. Piagethimself did not directly study the structure of language acquisition. He explained cognition inthe scientific understanding from the viewpoint of the psychology development. He hasrepeatedly stressed that the acquisition construction is based on the interaction of subject andobject. He also indicates that understanding is neither resulted from a conscious subject, norcaused by the existing. The effect occurred in midway between subject and object, whichcontains both the subject and the object at the same time. Since cognition lies in theinteraction between subject and object, so the understanding of the human should be differ inmany ways. That understanding, as a kind of interaction also can appear as correctunderstanding, misunderstanding, or partial understanding because of the different conditions.
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2.2 English grammar and grammar teaching
First, some definitions can be found in some dictionaries. Grammar is the rules in alanguage for changing the form of words and joining them into sentences according to Oxfordadvanced learner’s English-Chinese Dictionary. Grammar is the way that words can be puttogether in order to make sentences according to English-Chinese Students' Dictionary. In abroad sense, the grammar means linguistics, including phonetics, phonology, syntax,semantics, pragmatics etc. In a narrow sense, it means syntax, the study of structure. If the grammar consists of a finite set of rules operating upon a finite vocabulary and is tobe capable of generating an infinite set of sentences, it follows that at least some of the rulesmust be applicable more than once in the generation of the same sentences. These rules and thestructures that they generate are recursive in nature. Grammar can help you to learn a languagemore quickly and more efficiently." It's important to think of grammar as something that canhelp you, like a friend. When you understand the grammar (or system) of a language, you canunderstand many things yourself, without having to ask a teacher or look in a book.
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Chapter Three Research Design....17
3.1 Research Questions .....17
3.2 Subjects....17
3.3 Instruments .... 18
3.3.1 Tests....18
3.3.2 Questionnaires ....20
3.3.3 Classroom observation ......20
3.4 Research Procedures ..... 21
3.5 Data and Analysis.... .... .... .... .... ..... ....32
Chapter Four Results and Discussion....32
4.1 The effects of the subjects’ interest ... 32
4.1.1 Results of the questionnaires.....32
4.1.2 Results of class observation....37
4.2 The effects of cognitive approach on English....39
4.2.1 Results of the tests......39
4.2.2 Results of the questionnaire....41
4.3 The effects of the subjects’ English comprehensive abilities....45
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