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ve  construction  and  dative  construction  in  daily  communication.  Some marginal examples are excluded, which are not in the scope of this study. The author takes the work  (experiment)  done  by  Sabine  De  Knop  (2008,  p.209)  as  a  starting  point  for  the  corpus research. The study is aimed to check subjects’ preference for using either the ditransitive or the  prepositional  dative  construction  with  certain  verbs.  Thirteen  frequently  used  verbs  are chosen  which  can  not  only  match  ditransitive  construction  but  also  the  dative  construction. 

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Conclusion 

This chapter mainly brings the whole study into a conclusion. To start with , the author  summarizes  all  the  research  findings  one  by  one.  Then,  some  limitations  of  this  study  are listed. Last, the pedagogical implications of ditransitive construction are discussed.There  are  two  major  findings  about  this  research.  Firstly,  the  cognitive  approach  based on the Cognitive Construction Grammar is superior than the traditional approach in terms of the  participants  of  the  research.  The  empirical  study  results  show  that  the  mean  score  of  the experimental class in the immediate post-test and delayed post-test (9.3235>4.8000) are much higher  than  the  controlled  class.  And  there  are  significant  differences  (p=.000<.05)  between the  two  classes  in  the  immediate  post-test  and  delayed  post-test.  Meanwhile  the  average post-test  score(9.0588)  is  still  higher  than  that  of  the  pre-test  (3.4412)  in  the  experimental class. And after analyzing by SPSS 17.0, significant difference still exits between the scores of  the  two  pairs.  Since  traditional  teaching  method  is  applied  in  the  experimental  class  and cognitive  linguistic  approach  is  applied  in  the  controlled  class,  different  results  appear.  It shows that cognitive approach is more effective and superior than the traditional one in terms of the partucipants in the experiment. After explaining the ditransitive construction and dative construction  by  the  iconicity  theory  and  construction  grammar  theory,  participants  in experiment class perform better and have a deeper understanding about the two constructions. They  grasp  the  semantic  distinctions  and  can  differentiate  them  easily.  The  students  are curious  about  the  new  teaching  method  and  they  are  interested  in  the  teaching  process.  The cognitive 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。