认知语言学视角下的小学英语语法教学实证研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-26编辑:lgg点击率:6637
论文字数:38547论文编号:org201704242123446096语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文认知语言学小学英语语法教学
摘要:本文是高中英语教学论文,笔者通过以往的小学英语教学实践以及小学英语语法学习现状问卷调查发现,小学英语语法教学主要存在以下问题:部分学生在日常生活中无法准确、有意义而且得体使用语法结构。
of words and words into sentences. And grammar was referred to as the science of using the rules by changing forms of words and combining into sentences by Longman Dictionary of Contemporary English in 1995. With the development of linguistics, grammar has also been defined from different perspectives by different linguistic scholars. Lyons defines grammar as the branch of description of languages which explains the way that words combine into sentences1. Brown2 regards grammar as a system of rules controlling the customary arrangement and relationship of words in a sentence. And Bastone3 argues that grammar is not merely formal network, but a communicative device that is functional motivated. The most comprehensive definition of grammar is put forward by Larsen-Freeman. She regards grammar as a higher order notion which has three dimensions: form, meaning and use. What’s more, her notion attempts to combine the three aspects of linguistics: syntax, semantics, and pragmatics4. Therefore, it shares much in common with the model of systemic-functional linguistics stated by Halliday. Halliday5 regards grammar as the study of how form, meaning and use work together to enable learners to communicate through language. In addition, Larsen-Freeman1 also regards grammar as the fifth skill, lined after the other four skills: listening, speaking, reading and writing. She thinks it is more helpful to think grammar as a skill rather than as an area of language; this underscores the importance of students’ developing to do something, not simply storing knowledge about the language or its use. She has coined the term grammaring2 to highlight the skill dimension of grammar. When we view grammar as a skill, we are much more inclined to create learning situations that overcome the inert knowledge problem. We will not ask our students to merely memorize rules and then wonder why they do not apply them in communication. Skill development takes practice, and learning grammar takes practice.
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2.2 Issues and Needs of Grammar Teaching in Primary Schools
At present, English teaching is widely paid attention to by the public. The Ministry of Education issued The Compulsory Education Curriculum Standards of English (2011 Edition)1 (the Standards) to start the English curriculum in  
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