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by  the  meaning  of  its  components  and  Immediate  Constituent  Analysis  is  employed to  explain  the  sentence  structure(Ma  Qingzhu  1983).  But  it  is  hard  to  make  an  explanation about  the  ditransitive  construction  since  the  relationship  between  its  components  are complicated.
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Chapter Three Theoretical Framework ............ 20 
3.1 Overview about Construction Grammar ....... 20 
3.2 Goldberg’s view on Construction Grammar ........... 21
Chapter Four methodology .......... 23 
4.1 Research questions .......... 23 
4.2 Research materials .......... 23 
4.3 Research participants ...... 24 
4.4 Research procedure ......... 25 
4.5  Summary...........28 
Chapter  Five  Results  and  Discussion.....29 
5.1Results  ......29 
5.2  Discussion......35 

Chapter Four Methodology 

This  chapter  is  a  detailed  explanation  of  the  methodology  of  the  research,  includes hypothesis, research questions, instrument, procedure, results and discussion. This research adopts empirical study approach which is also named primary research. The research data and  object  come  from  empirical  observation,  investigation,  experiment  and  case  study.  It claims to start from experience and adopt quantitative analysis method.  This  thesis,  based  on  Cognitive  Construction  Grammar,  applying  them  into  language teaching,  adopts  the  research  method  of  empirical  study  to  test  that  comparing  with traditional  approach,  whether  the  cognitive  approach  is  superior  or  not  ,  whether  it  can achieve  remarkable  teaching  effects  or  not  ,  whether  the  students  can  more  effectively master the difference between ditransitive construction and dative construction or not. With the  help  of  SPSS  software  analysis,  data  collection  and  quantitative  analysis,  the  author attempts to achieve scientific results. 

4.1 Research Questions 

The empirical study mainly discusses whether the cognitive approach which is based on  construction  grammar  is  more  effective  and  superior  than  traditional  approach  in teaching ditransitive construction. According to the questions mentioned above, the author makes the hypothesizes:  The cognitive approach based on the Cognitive Construction Grammar is better than traditional one and students taught in cognitive approach perform better than those taught in  traditional method.The  materials  chosen  is  confined  to  the  typical  examples  which  is  obviously  different between  ditransiti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。