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识解理论在高中英语语法教学中的应用研究
分类号：密级：学校代码：10165学号：201010645逢享师筢火擎硕士学位论文⑨识解理论在高中英语语法教学中的应用研究AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHighSchool作者姓名：学科、专业：研究方向：导师姓名：左洪岩英语语言文学语言学崔林副教授2O13年5月 AStudyontheApplicationofConstrualTheoryinEngfishGrammarTeachinginSeniorHighSchoolGrammarleacl澶ingeniorl-ligllCnOOlZuoHongyanThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAoNINGNoRM【ALUNIVERSITY2013 学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均已在论文中做了明确的声明并表示谢意。学位敝作者躲华咝!蕴：学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部门或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权辽宁师范大学，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。学位论文作者签名：指导教师签名：签名El期：沙f；年厂月?1 辽宁师范大学硕士学位论文摘要传统的英语语法教学将语法意义与形式分开，主张机械的背诵语法句型和规则。缺乏对句型和规则背后的意义的理解，容易造成学生语法概念模糊，对语法规则似懂非懂，进而在语言实际运用过程中，就会出现因诸多语法的错误、句式结构的混乱而造成语言表达、信息传递的失败。识解理论为英语语法教学提供了新视角，结合人类对事件的识解角度和方法，在讲解这些枯燥的语法形式基础上，进一步阐释这些结构中的深层含义，突出学习者的主体作用和一般认知能力在语法习得中的重要性。本文作者试图将识解理论运用于高中英语语法的讲解中来激发学生对英语学习的兴趣和学习动机进而提高教学效率。本文主要研究识解理论下的高中英语语法教学是否比传统教学法更有效提高教学效率以及更有效的提高学习者对英语语法学习的主动性和积极性。在介绍识解理论的定义，分类以及国内外英语语法教学的现状后，为了验证识解理论在高中英语语法教学中的有效性，一项实证性研究在葫芦岛市建昌县第一高级中学展开。研究的方法是高二年级中选取两个英语水平相当的平行班作为实验组和对照组，进行为期10周的对比教学实验，分别接受传统教学和补充了识解理论内容的教学，实验包括问卷调查，前测，后测。在对实验数据进行收集整理后，本文作者通过SPSSl6．O统计软件对数据进行了分析。分析结果表明，在实施新的教学方法后，实验班成绩有了明显提高，学生对学习英语语法也表现出了更多的兴趣。最后，基于对本研究的定量和定性分析，本文提供了一些关于识解理论运用到高中英语语法的教学建议以帮助教师们更有效的进行语法教学。本研究证明在我国高中进行培养学生认知意识的英语语法教学是一片充满希望的沃土，在不久的将来，很可能成为认知语言学研究的闪光点。本文对识解理论在英语语法教学领域的应用做出了一定的尝试，希望本研究能为英语语法教学提供有益的借鉴和启示。关键词：识解理论：高中英语语法教学：应用 AStudyontheApplicationofConsmmlTheoryinEnglishGrammarTeachinginSeniorHighSchooIStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHighSchoolAbstractThetraditionalEnglishgrammarteachingmethodsplitsthestructureandmeaning，becauseitadvocatesrecitingthegrammarstructuresandrulesmechanically．Duetothelackofunderstandingthemeaningofgrammarstructuresandrules，studentseasilyconfusethegrammarconceptionandgrammarrules．Asaresult，intheprocessofexpressingthemselves，therearelorsofgrammarmistakesanddisorderedstructures．Undoubtedly,thiswillleadtothefailureofcommunicationandinformationdelivery．ConstrualTheoryproposesanewpointofviewtoEnglishgrammarteaching．Accordingtopeople’Sconstrualangleandmethod，whenteachingthebaldgrammarstructures，teachersCanexplainthedeepmeaningofthesestructures．Inaddition，itlaysmoreemphasisontheimportanceofstudentsasmainroleandcommoncognitiveabilityinlearninggrammar．TheauthorintendstoemployConstrualTheorytotheEnglishgrammarteachingtostimulatestudents’enthusiasmandmotivationaboutgrammarandimprovetheteachingefficiency．ThisthesismainlystudieswhetherthegrammarteachingbasedonConstrualTheoryisbetterthantraditionalgrammarteachingmethodinimprovinggrammarteachingefficiencyandstimulatingstudents’enthusiasmandinitiative．AftertheintroductionofConstrualTheory’Sdefinition．classificationandthecurrenttrendsofEnglishgrammarteaching，anempiricalstudywascarriedoutinJianChangfirstSeniorHighMiddleSchoolinHuludaototestifytheeffectivenessoftheapplicationofConstrualTheoryinEnglishgrammarteaching．TwointactclassesofstudentsinGrade2withsimilarEnglishlevelwerechoseninthisexpefiment．OneiSExperimentalGroupand也eotheriSControlGroup．Theexperimentlasted10weeks．whichwascomposedofaquestionnaire，pretestandposttest．CGwasinstructedinthetraditionalapproachwhileEGemployedConstrualTheoryintheprocessofthegrammarteaching．Afteralltherawdatawerecollectedinthetests，scoresandresultswouldbeanalyzedbysoftwareSPSS16．0．髓eresultsshowthatafterthenewteachingmethodwasadoptedthescoresofstudentsinEGimprovedalotandstudentshaveshownmuchmoreinterestsinEnglishgrammar．Atlast，onthebasisofqualitativeandquantitativeanalyses，somesuggestionsconcerningConstrualTheoryinEnglishgrammarteachinginhighschoolareofferedtoteachersfortheirmoreeffectivegrammarteaching．111epresentstudyprovesthatteachingEnglishgrammarthroughtrainingstudents’cognitiveconsciousnessisapromisinglandinChina，whichmightbethehighlightofCognitiveLinguisticsinthecomingfuture．111epresentstudyhasmadeconsiderableattempttoⅡ AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHilghSchooltheapplicationofConstrualTheorytotheEnglishgrammarteachingandithopestoprovidesomereferenceandinspiration．KeyWords：ConstrualTheory；Englishgrammarteachinginseniorhighschool；ApplicationIII 辽宁师范大学硕士学位论文Contents摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．IAbstract．⋯⋯．．．⋯．⋯⋯．．⋯⋯．⋯．⋯⋯．．⋯．．⋯．⋯．⋯⋯⋯．⋯．．．⋯．⋯．．．⋯⋯．．⋯．．⋯⋯．⋯．．⋯．．⋯．．．．．⋯．IIChapter1Introduction．⋯．⋯．⋯．⋯．．⋯．⋯．．⋯．⋯⋯⋯⋯⋯⋯．．⋯．．⋯⋯⋯．⋯．⋯．⋯．．⋯．．⋯⋯⋯．．．．11．1Backgroundofthestudy．⋯⋯⋯⋯．⋯．．．⋯⋯．．．⋯．⋯．．⋯．．⋯⋯⋯⋯．⋯．⋯．．⋯．．⋯⋯⋯．．⋯l1．2SignificanceoftheStudy．⋯⋯．⋯．．⋯．．⋯．⋯⋯．．⋯．．⋯．．⋯．⋯．⋯．⋯⋯⋯．．⋯⋯⋯．．⋯．．⋯．11．3AimsoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．4ThesisS仃uctIlre⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一2Chapter2LiteratureReview．⋯．⋯⋯．．⋯．．⋯．⋯．．⋯．⋯．．．⋯．⋯⋯．⋯．⋯．⋯．．．⋯．．⋯⋯．．⋯．．．．．⋯．32．1OverviewofConstrualTheory．⋯．．⋯．．⋯．．⋯．⋯⋯．．⋯．．．⋯．．⋯．⋯⋯．．⋯．．．⋯．．⋯．．⋯⋯．32．1．1DefinitionofConstrualTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯32．1．2FiveDimensionsofConstrualTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯32．2OverviewofCurrentTrendsinEnglishGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯．．92．2．1DefmitionofGrammar⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．92．2．2CurrentSituationandTrendsofGrammar-TeachingAbroadandatHome．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．⋯．．．⋯．．．．．⋯．．．．．．．．．．．．。．．．．．．⋯．．．．．．．．．．92．3TowardaSynthesis⋯．⋯⋯⋯．⋯．⋯．⋯⋯．．⋯．．⋯．．．⋯⋯⋯⋯．⋯．⋯．⋯⋯⋯．．⋯．．⋯⋯⋯．．．．11Chapter3ResearchDesignandProcedures．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．133．1I乇esearchPurpose⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯133．2ResearchSubjects．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．，．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．13：；．3Materials．⋯．⋯⋯．⋯．⋯⋯⋯．⋯．．⋯．⋯．．⋯．．⋯．．⋯．．⋯．⋯⋯⋯⋯⋯⋯⋯．．．⋯．．⋯⋯．⋯⋯⋯．．143．4Instruments．．⋯．．．．．。．。．．．．．．．．．．。．．．．．．．．．．．。．。．．。．．．．．．．．．．．．．。．。．。。．．．．。．．．．．。．．．．。。．。．．。．。。．⋯。．．．。。．．．．．．．．143．5ProceduresoftheResearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．143．5．1ASampleLessonPlan⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯203．5．2InstrumentsandDataAnalysisDevice⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．23Chapter4DataPresentationandDiscussion．⋯⋯．．．．⋯．⋯．⋯．．．．⋯．．⋯．．⋯⋯．．⋯．．．⋯．．．．．．254．1DataPresentation．⋯⋯．．⋯⋯⋯⋯⋯⋯⋯．．⋯．．⋯．．⋯．⋯⋯⋯⋯⋯．⋯．⋯．⋯．．⋯⋯．．⋯．．⋯．．254．I．1AnalysisofResultsofthePretest．⋯．⋯⋯．．⋯．．．⋯．．⋯．⋯．⋯．⋯．．⋯．．⋯⋯．．⋯．254．1．2ComparisonofPosttestbetweenCGandEG⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．264．1．3ComparisonbetweenPretestandPosttestofEG⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．274．1．4ResultsoftheQuestionnaire．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．274．2Discussion．⋯⋯⋯．．⋯⋯．．⋯⋯⋯⋯．⋯．．⋯．⋯．⋯．⋯．．⋯．．⋯⋯⋯⋯．⋯．⋯⋯⋯⋯⋯．⋯⋯⋯．．314．3Summary⋯．⋯．⋯⋯．⋯．⋯．⋯．⋯．．⋯．⋯⋯．⋯⋯⋯．．⋯⋯．．⋯．．．⋯．．⋯．⋯．．⋯⋯．．⋯．．⋯．．⋯⋯33Chapter5Conclusion．．⋯．⋯⋯．．⋯．⋯⋯．⋯．。⋯．⋯⋯．．⋯．．．⋯．⋯．．．⋯⋯⋯⋯．．⋯⋯．⋯⋯⋯⋯⋯⋯：；z4，!；．1MajorFindings⋯⋯．⋯．⋯⋯⋯．．⋯⋯．⋯．⋯⋯．．⋯．．⋯⋯．．⋯．．⋯⋯⋯⋯⋯．．⋯⋯⋯．⋯⋯⋯．．3zl!；．2LimitationsoftheStudy．．．．⋯．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．。．．．．：345．3PedagogicalImplications⋯⋯⋯．⋯．．⋯．．⋯⋯．．⋯⋯．．⋯．．．⋯⋯．⋯．⋯．．⋯⋯⋯．．⋯．．⋯⋯．355．4SuggestionsforFurtherResearch⋯．⋯⋯⋯．⋯．⋯．⋯⋯⋯⋯．．⋯⋯⋯⋯．．⋯⋯．．⋯⋯．．．．35References．⋯．⋯．⋯．⋯⋯⋯⋯．⋯⋯⋯⋯⋯．⋯．．⋯⋯．⋯。．．⋯．⋯⋯⋯．．⋯．⋯．⋯．⋯．⋯．⋯．．⋯⋯．⋯⋯⋯37AppendixAPre．．test．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．39AppendixBPost-test．．⋯．．．．．．⋯．．．．．．．．．．⋯．．．．．．．．．．．．．．．．⋯．．．．．，．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．43AppendixCQuestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．47IV Chapter1Introduction1．1BackgroundofthestudyGrammaristhepremiseofdoingEnglishreading，thekeytoEnglishwritingskillsandthebridgeofspeakingEnglishfluently．Grammarrulesforformingwordsandcombiningthemintosentences．Itisclearthatgrammarproclaimstherulesofwords-transformationandsentence-makingSOthattoleamgranllilarisanecessaryforlearningalanguage．Althoughsince1970s，theteachingmethodofcommunicationhasbeendevelopedaccordingtoHalliday’SSystemicFunctionallinguistics，theteachingofgrammarhasbeenignored．Krashen(1981)proposedthatforeignlanguageshouldbelearnednaturallyandheisalsoopposedtogrammar-teaching．Becauseoftheirinfluences，grammar-teachingbecameunimportantforEnglishlearners．Itledtoseriousconsequence．AsMariannaCelce-Marcia(2002)said，“Convincedevidenceshowsthatteachingwithoutgrammar,thoughbasedoncomprehension．willleadtoPidginforeignlanguage”．Tusi(2003)consideredthatintheprocessofsecondlanguagelearning，theproblemisnotwhethertoteachgrammarbuthowtoteachit．AndreaTyler(2005)proposedthatconsideringtheprinciplesofgrammar-teaching，thecognitionoflanguagenatureandstructureiSthemostimportantissue．GeneralismandStructuralismbothconsiderlanguageasanautonomoussystem．T11iSmadelanguagelearningbecomealistofrulesystem，wordsbankandspecialcases，whileresultinlearningalanguagebyrecitinglanguageformsandspecialcases．Obviously,learningprocesslikethismademeaningandformdividedandlowerthelearner’Ssubjectivefactors．Oppositetotraditionalteachingmethod，cognitivelinguisticsoffersanewviewpoint．Itfocusesontheaffectofhumanexperienceandcognitiveabilityonlanguagecomprehensionandapplication．ItcombinedlanguageformwithmeaningandmeaningISprimary．Langacker’SConstrualTheoryincognitivegrammaroffersUSanewviewpointtogrammar-teachingbycombiningformandmeaning。1．2SignificanceoftheStudyIntermsofthecurrentsituationofgrammarteachinginChina，somepeopleencourage‘desaltinggrammar’，focusingondevelopingcommunicationability．SomepaymoreattentiontotheinstructionofEnglishgrammar．Thesetwopointsofviewareallone—sided．ItisnecessarytorethinkprofoundlyandstudyonEnglishteachingmethodinhighsch001．“Absolutely,educationisnotmerelytogiveunilateralculturebuttoinspirehumanbeing’Screativity,helphumanrealizetheworthoflifeandgainviewpointofvalue．"(PanZhonggang，2002)．Withthehighschoolstudentsgrowing，theirknowledgelevelishigherandself-awarenessisstronger．Theywillexploretheinternalrulesofobjectdeveloping．ThetraditionaIteachingmethodcan’t础6ntheirrequirementwhichdemandstochangeteachingmethodtomeettheirrequirement．CognitiveGrammarholdsthatlanguageexpressionIS AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHighSchoolbasedonpeople’Sperceptionexperienceandcognitiveprocesstotheoutsideworld．Grammarstructuresdependonhumancognitivesystemandsemanticstructure．InordertorepresentGrammarstructuresclearly，ConstrualTheoryisusedtorepresentsemanticstructures．ThispaperaimstoemployConstrualTheorytogrammarteachinginhighschooltoverifythegrammarteachingeffectivenessattainedthroughtheapplicationofConstrualTheory．1．3AimsoftheStudyThrough．thisresearch，theauthoraimstomakepeoplerecognizethesignificanceofConstrualTheoryforEnglishgrammar-teaching：1．ToimprovetheefficiencyoftheclassandreducetheburdenofstudentsintheprocessofEnglishgrammarteaching．ToemploytheConstrualTheorycanhelpteachersandstudentsseparatethemselvesfromlargenumberofexercises．Theprocessoflearningandteachingwillbecomemoreeffective．Theclassroomatmospherewillbecomemoreactivebyteacher’Seffectiveteachingandstudents’effectivelearning．Inthisway,studentscouldimprovetheirlearningeffectiveness．2．Toimprovestudents’interestsinEnglishgrammarlearning．Thetraditionalteachingmethodpaymoreattentiontostructure．Studentsstrengthenitbydoingalotofexercises．Asaconsequence，studentswereboredandlostinterestsinlearninggrammar．ToemployConstrualTheoryintheprocessofteachinggrammarmeanstocombinegrammarformandmeaningwhilemeaningisprimary．Thiswillmakestudentscomprehendthegrammarwiththehelpoftheirownexperienceandcognitiveabilities．Withlearninggrammarmoreinteresting，theywillbecomemoreactiveandpositiveinclass．1．4ThesisStructureThisthesisconsistsoffiveparts，includingtheintroduction．ThefirstchapterofintroductionpresentsthebackgroundofEnglishgrammarteachingandalsointroducesthesituation，significanceandpurposeoftheresearch．ChapterTwoisliteraturereviewwhichfocusesontheintroductionofrelevanttheories，suchasthedefinitionofConstrualTheory,fivedimensionsofConstrualTheoryandthecurrentstudyofEnglishgrammarteachingabroadandathome．ChapterThreeisresearchdesign，whichfocusesontheinstructionofthesubjects，instruments，andthewholeresearchproceduresinthisstudy．ChapterFourpresentstheexperimentalresultsanddiscussesabouttheexperimentalresults．ChapterFive，thelastchapter,isaconclusionforthewholestudy．Itshowsthemajorfindings，limitationofthestudy,pedagogicalimplicationsandfurthersuggestionsforfutureEnglishgrammarteachingresearch．2 辽宁师范大学硕士学位论文Chapter2LiteratureReviewInthischapter,theauthorwillreviewthepreviousstudiesofconstrualtheoryandcurrenttrendsandsituationofEnglishgrammarteachingabroadandathome．2．1OverviewofConstrualTheoryCognitiveGrammaristhemainpartofCognitiveLinguistics．CognitiveLinguisticsisdifferentfromGenerativeLinguisticwhichpaysmoreattentiontolanguageform．CognitiveLinguisticstartsfrommeaningSOthatCognitiveGrammaralsostartsfrommeaning．CGclaimsthat‘‘grammarismeaningfulbecauseitembodiesandsymbolizesaparticularwayofconstruingconceptualcontent"’(Langacker1991)．InCGparlance，asdescribedinLangacker(1987)andTaylor(2002)，themeaningofalinguisticexpressioninvolvesnotonlyitsconceptual(objective)content，butalsohowthatcontentiSconstrued：thesyntaxofanexpressionreflectsitsconceptualorganization，andrepresentsthespecificcognitiveconstrualofthesceneitdescribes．2．1·1DefinitionofConstrualTheoryConstrualTheorybelongstoCognitiveGrammar；itreferstotheabilitytodescribethesamesituationindifferentways．CGlikensconceptualcontenttoasceneandConstrualTheoryviewsitasacertainway．Taylor(2002)considersConstrualTheoryas“theverywordingthatwechooseinordertolinguisticallyencodeasituationrestsonthemannerinwhichthesituationhasbeenmentallyconstrued”．Hamawand(2005)claimsthat“alanguagestrategywhichallowsthespeakertoconceptualizeasituationindiscourseandchoosetheappropriatestructuretorepresentitinlanguage”．Woods(2007)alsomaintainsthat“aparticularsituationcanbeconstruedinvariousways，andthewaysofcodingthesituationconstitutedifferentconceptualizations”．Thismeansthatthestructureusedisconnectedwiththecognitiveconstrualemployedandthatcognitiveconstrualchosentostructuresituationsareequaltodifferentmentalexperiences．Consequently，thecognitiveconstrualimpliedbyalinguisticexpressionconstitutesadecisivefacetofitsmeaning．2．1．2FiveDimensionsofConstrualTheoryAccordingtoLangacker’Spointofview(1991)，therearefivemajordimensionsofConstrualTheory：Specificity,Scope，Figure—Background，PerspectiveandSalience．‘‘Inviewingascene,whatweactuallyseedependsonhowcloselyWeexamineit，whatwechoosetolookat，whichelementswepaymostattentionto，andwhereweviewitfrom．”(1)SpecificityAccordingtoLangacker(2008)，specificityistheextentofdetailandprecisionatwhichasituationiSdescribed．Differentformationsofconstrualarerelatedtodifferentextentof3 specificity；peoplecanknowordescribeanidentityfromdifferentextentofdetailandprecious．Thethingcanbecharacterizedbysayingobject,butalsoCallbesaidgreaterspecifici旷f，印lement,brushoreventoothbrush．Similarly，uncleismorespecificthanrelative,laptopismorespecificthanmachine．Theoppositeofspecificityisschematic，thusthingisschematicwithrespecttoobject,machinewithrespecttolaptop．Toapplythesewordsinsuitablesentences，therewillbemanydifferentexpressionswitllthesamesituation．Inordertoelaboratesomeonediasomething,wecan，todifferentdegreesandindifferentways，usetheexpressionslikesomeonebrokesomethingorTomcompletelyshatteredthetoothbrushinthebathroomorevenmorespecificTomecompletelyshatteredMary"stoothbrushinthebathroombyhittingitsolidlywithabrandnewwoodenhandledclawhammer．Thelastsentenceisspecificenough．Aschematicexpressionisinstantiatedorelaboratedbyanynumberofmorespecificones(ZhaoYanfang2001)．Wecanproduceanexpressionasspecificaspossible．Andinthisway，characterizeasituationingreaterdetail．(2)ScopeScopereferstotheconfigurationofactivatedconceptualcontent；itcontainsBaseandProfileatleast．ScopeissimilartoCognitiveDomainwhichistheprocessionandresultofconceptualization．InthisprocessCognitiveDomainformsanintemal，coherentdomain，wecanproceedsemanticdepictbasedonit．Foreachdomain，anexpressionhasascopeconsistingofitsactivationinthatdomain．Theexpression’Sscopeisitsconceptualcontentinthesubjectiveviewingflameexistinginitscomprehension．ScopeCanalsobearrangedforforegroundandbackgroundalignment．Anexpression’SscopeCansometimesconsistofitsmaximalscopeinacertaindomain，i．e．thefullextentofitsactivation，andanimmediatescope，thepartdirectlyrelevantforacertainpurpose．Theimmediatescopeisthusforegrounded，relativetothemaximalscope．Metaphorically，itcanbedescribedastheonstageregion，thegenerallocationofattention．Scopecanalsobearrangedintermsofforeground／backgroundalignment．Anexpression’SscopeCansometimesconsistofitsmaximalscopeinacertaindomain，thefullextentofitsactivation，andanimmediatescopewhichisthepartdirectlyrelevantforacertainpurposeSkehan(1998)．Theimmediatescopeisthusforegrounded，relativetothemaximalscope．Metaphorically，itcanbedescribedastheonstageregion，thegenerallocationofattention．Forexample，arm>hand>finger>knuckle．Herearmprovidesaspacedomainforhand,handforfinger,etc．ThesuperiorstepImmediateScopeofhead,arm，legisbody．TheyeachhasbelowstepofImmediateScope，suchastheimmediateScopeoflegisthigh，knee,CruS，etc．TheimmediateScopeisrelatedtoSpecificity，somegrammarconstructionbasedonit．Forexample，(_1)Thishousehas7doors．Eachdoorhas3hinges．Eachhingehas6screws．(至)Thishousehas21hinges／126screws．@Thisdoorhas18screws．Inthesethreesentences，thefirstsentenceseemsmoreacceptable，becauseamanifestationofmaximal／immediate4 辽宁师范大学硕士学位论文scopeiscompoundandthecomponentsindicateadjoininglevelsinawhole-partrelationship，whileskippinglevelsusuallyleadstOaninfelicitousphrase．Thereforethefirstsentenceisacceptablewhilethesecondandthethirdareunacceptable．(3)SalienceorProminenceAsitsbase．anexpressionevokesaparticularconceptionwithinwhichitdesignatessomefactorsbyplacingthemonstageasthefocusofattention．Thesefactorsareaccordedaspecialquality，whichLangacker(2008)termssalienceorprominence．Wehavethecognitiveabilitytoconfirmattentionorientationandfocalpoint，thecognitiveabilityisthecognitivefoundationtoformSalienceorProminence．Forexample，thesportivefigures(flyingbird)areeasiertoattractourattentionthansmilefigures(trees，board)．Saliencereferstothequalityofacomponentinanexpressionofbeingobvious，noticeable，andconspicuous．SalienceiSthenamentaloperationallowingthelanguageusertogivethefactorofanexpressionsomedegreeofsignificantnotabilityandeminence．Incognitivelinguistics，Prominenceisoneofthemainbasestowordcategorydivisionandsyntaxanalysis．Grammarconstructionismainlyaboutthespeaker’Sreflectiontothesurroundingenvironmentintheconceptualprocess，whilethisconceptualprocessisrestrictedbytheattentionprinciples．Theparticipantsofprominence，especiallytheagent，becomethesubjectoftheclause；thechoiceofverbsshouldcoherewiththechoiceofsubjectandobject；Place，timeandotherrelativeelementscouldbedescribedbyadverbialmodifier．CGpositstwoparticularsortsofprominence：Profiling-BaseandTrajectory—Landmark．Conceptualbasereferstoanexpressionchoosesaparticularconceptualcontentasthebasisforitsmeaning．AmaximalscopeoranimmediatescopeCanbeanexpression’Sconceptualbase．TheprofileiStheparticularsubstructurewhichgraspstheattention．ThusthefocusofattentioniSanexpression’SprofileanditCanbeconsideredaswhattheexpressiondirectlydesignatesorreferstowithinitsconceptualbase．Forexample，knee,itsmaximalscopeisthoughttobehumanbody，whiletheimmediatescopeistheconceptionofategwhichisplacedonstageasthegenerallocationofaRention．Thereisasituationthattwoormoreexpressionssharethesameconceptualcontentyetcontrastinmeaningonaccountofprofilingdifferentsubstructuresorfacetsoftheexpressionswiththesameconceptualbase．Forinstance，theconceptionofaweekfunctionsastheconceptualbaseforMonday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday．Theydiffersemanticallybecausetheyrefertodifferentparts．Yetcertainly，weekdesignatesthewhole．Trajectory—Landmark：Besidesathing，anexpressioncanalsoprofilearelationship．Withinlangacker’SCGmodel，athingusuallyreferstoanoundesignatingaregionthatabstractlydescribeasetofinterconnectedentities，whilearelationshipmanifeststheinterconnectionsbetweentheseparticipatingentities．Profilingisoneofthedescriptiveconceptsreferringtofocusofattention．Forexample，ThecatisonthematandThematisonthecat．Bothofthesentencesareprofilingtherelation‘"on”，thetwosentencesdescribe5 AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHighSchooldifferentspacerelationship，SOtheyhavedifferentmeanings．Ingeneral，inapairorateamrelationshipmayhaveoneormore‘focalelements’，whichcanbecalledparticipants．Theyespeciallyattractattention，themostsaliencepartistrajectoryandotherpartsarelandmarks．Trajectoryistheinitialfocus，FirstParticipant．InLangacker(2008)’Spointofview，TrajectoryandLandmarkcanbecharacterizedrespectivelyasprimaryandsecondaryfigurewithaprofiledrelationship．ThismeansthatthelandmarknotonlycanbebackgroundbutalsoCanbecomesecondaryfigure．(4)Perspective“Ifconceptual／zation(metaphorically)istheviewingofascene，perspectiveistheviewingarrangement，WhichiStheoverallrelationshipbetweenthe‘viewers’andthesituationbeing‘viewed’(Langacker2008)．”Theviewingarrangementincludesthreefactors，vantagepoint，subjectiveVS．objectiveandgrounding．Thevantagepointisthelocusfromwhichaspeakerorhearerobservesasituation．Asceneisconstruedfromtheperspectivewhichisdecidedbythecertainlocusoftheviewer．Thesubjectorobjectoftheperceptioninfluencetheperspective，becausetheperspectiveisconcernedwithwhethertheviewerisdesignatedassubjectorobject．Thegroundingoftheconceptualizationenablestheparticipantstoestablishmentalcontactwiththedesignatedentity．①TheVantagePointThevantagepointistheparticularlocationofthespeakerandhearer．Thesamesituationcanbeviewedandcharacterizedfromanynumberofdifferentvantagepoints，resultingindifferentcognitiveconstrualwhichmayinturnbringaboutdifferentlinguisticconsequences．VantageiSausefulconstrualconstruct．thechoiceoftrajectoryandlandmarklcadtothesemanticcontrast．Forexample，infi"ontofandbehindidentifythetrajectory’Slocationagainstthe1andmark．Ifweobserveascenewithacomputerandamouse，ifthecomputer,mouseandvantagepointareinalignment，andtheadvantagepointisthatthemouseliesbetweenthespeakerandthecomputer．wecanmakeasentenceThemouse(加)括infrontofthecomputer(1m)andThecomputer(tOisbehindthemouse(Tm)；ifthevantagepointisthatcomputerliesbetweenspeakerandthemouse．wecanmakeasentence：Thecomputer(t0西infrontofthemouse(1m)andThemouse(川iSbehindthecomputer(1m)．Thevantagepointdidn’tmakesignificantdifferenceincontentorprofilingofthesentences．Vantagepointcanalsoconstruetimedomain．Forexample，inthesentenceHegraduatedfromhighschoollastmonth．Thephraselastmonthevokestheconceptionoftwelvemonthsasitsconceptualbase．Inthesemonths，itdesignatesthemonthimmediatelyprecedingtheonecontainingthevantagepointoftime．Thisvantagepointisequatedwiththespeechtime．Ofcourse，thevantagepointdoesnothavetoinvariablyamounttothetimeofspeaking．WecansayJohntoldmelastweek。‘"Igraduatedfromhighschoollastmonth”．Lastmonthadoptsatemporalvantagepointcountingasthetimeofthemain--clauseoccurrence：themonthistheoneimmediatelyprecedingthemonthwhenJohnpresentedtheinformationnotthemonthwhen6 辽宁师范大学硕士学位论文thesentencelSuttered．②SubjectivityVS．ObjectivitySubjectiveconstrualischaracteristicoftheviewer’Sroleasanunperceivedoffstageregion．Incontract，objectiveconstrualcharacterizestheonstagefocusofattention，whichdoesnotparticipateinviewing．Anobjectivelyconstruedentityisclearlymoresalientthanasubjectivelyconstruedentity．Objectiveconstrualisrelatedtoprofilingandexplicitmention，andsubjectiveconstrualisconcernedwithanimplicitlocusofconsciousness．Beingimplicitisnotthesameasbeingabsent。however．Theconceptualizationconstitutinganexpression’Smeaningextendsbeyonditsonstagecontent，furtherencompassingitsmodeofapprehensionbytheoffstageconceptualizesinthecontextoftheoverallviewingForexample，weobviouslyrefertothefourfactorsbuyer,goods,sellerandmoneywhenwementionbuysomething．111eyformtheframeof[buy]，whichCanbeusedtoindicatetypical[COMMERCIALEVENT】flame．111efourfactorsembodythatdifferentperspectivesprominencedifferentrelationshipoffactorsinthesameframe，SOdifferentrepresentationsemerge．Humanchoosedifferentverbsandthisindicatesemanticrelationshipoftheseverbs．Ifwesay(1)JohnboughtabookfromTomfo厂28dollars．Therelationshipofbuyerandgoodsismadeprominent．(2)Johnpaid28dollarstoTomfo厂aboo&Wemaketherelationshipofbuyerandmoneyprominent．(3)TomsoldabooktoJohnfo，．28dollars．Therelationshipofgoodsandsellerismadeprominent(4)TomchargedJohn28dollarsforabooLWemaketherelationshipofmoneyandsellerprominent．③GroundandGroundingTheterm‘ground’refersto“thecontextofthespeechevent”(Taylor2002)．andisusedforthespeakerandhearer，thespeechevent，theirimmediatesituation，etc．Groundingisaprocessthatsituatesanentityinregardtotheground．Facetsofthegroundtendtoserveastacitpointsofreferenceforsituatingthelocationofmoreobjectivelyconstruedentitiesagainsttheground．Thegroundfunctionsasanimplicitpointofreferenceforeveryfullnominalandeveryfiniteclause．Tense，forexample，isgenerallyestimatedfromtheground：was，is，andwillberefertopast，present，andfutureinregardtothespeechtime．Thetensemarkergroundsthisprocessbyrelatingittothespeechtime．Thus，afiniteclauseisagroundedclause，whileanonfiniteclauseisanungroundedclauseduetothelackoftenseinflection．Thenominalcounterpartoftenseisdefiniteness，asinthecomparisonbetweenatree(indefinite)andthetree(definite)．Definitenesscorrelatestothespeakerandhearer，foritreliesonwhetheritsreferentisapparenttothespeakerandhearer．Articlesanddemonstrativesgroundthedesignatedthingbyrelatingittothespeechcontext．Inthenominalandverbalcases，asLangacker(2008)believes，“thegroundandthegroundingrelationshiparesubjectivelyconstrued；itisonlythegroundedentitythingoraprocess·--·thatisonstageasthefocusofattenfion”．(5)MentalScanning7 Asaresultoftheconstruer’Sscanningmodes，differentmeaningsmaybeconveyedbydifferentexpressions．Scanningisakindofmentaloperationwhichconsistsoftwoparts：summaryscannmgandsequentialscanning．Thesummaryscanningrepresentstheresultofthescanningprocess，andthesequentialscanninghighlightsthescanningprocessasitexpandsthroughtheconceivedtime(thetimeofitsoccurrence)．ThesameconceptualCOntentcanbeconstruedasaprocessoranon-processrelationshipbyjudgingwhetheritisscannedviasequentialorsummaryfashion．SequentialScanningisamentalaccessingofaneventasitexpandsthroughtime．Intheprocessofsequentialscanning，thecomponentstates(orrelationships)ofaneventconceptionarementallytrackedthroughprocessingtime(thetimeofanevent’Sconception)inthesequenceoftheiroccurrencethroughconceivedtime(thetimeofitsoccurrence)，andfurther，justonecomponentstateishandledatagivenprocessinginstant(Broccias2007)．Inotherwords，thecomponentstatesaresequentiallytrackedthroughprocessingtimeinthewaythat，atagivenprocessingmoment，theonlyfocusedstatecorrespondstoitsconceivedmoment．Summaryscanningisthementalsuperimposingofthecomponentstatesofaneventtrackedintheirnaturalsequence，‘‘thusbuildingupacomplexprofileconsistingofthesimultaneousactivationofthecomponentstates(Taylor2002)．”Ateachprocessingmoment，thefocusedconceptionconsistsofallthestatesthusfarscannedthroughtheconceivedtime．Finally，allthecomponentstatesaresimultaneouslyactivated．whichconstituteasinglegestalt．Thetermprocessisproposedforacomplexrelationshipthatprogressesthroughconceivedtime(themanifestationofaprocessatanyoneinstantiSitselfarelationship)andisscannedsequentiallyalongthistemporalaxis(aprocessrelationistemporalinthesensethatdevelopmentthroughtimeiSinfocusoressentialtoitscharacterization)．ThesameconceptualcontentCanthereforebeconstruedaseitheraprocess(temporal)oranon-process(，atemporal)relationship，relyingonwhetheritisscannedviasequentialorsummaryfashion．AbasictenetofCGiSthataverbdesignatesaprocess．Sequentialscanningisthusappliedtoaverb．Whenthesameconceptualbaseisconstruedinsummarymode，theresultantexpressionbelongstOanonf"miteverbsuchasaninfinitiveandaparticiple．Additionally，apart舶mnon．processrelationships，summaryscanningisalsoappliedtothings．Theyconstituteanaturalgroupingvis—a—visprocessrelationships．Inthispart，wehavediscussedtheConstrualTheoryandfivedimensionsofthetheory：specificity，perspective，salience，mentalscanningandfigure-ground(WangYin2006)．ItishelpfulforteachersandlearnerstoteachandlearnEnglishgrammartoapplyingConstrualTheory．BasedonConstrualTheory，bothteachersandlearnerscanusethedimensionsofConstrualTheorytodealwithEnglishgrammarinamoreefficientway．8 辽宁师范大学硕士学位论文2．2OverviewofCurrentTrendsinEnglishGrammarTeachingGrammarteachingisakeypointinteachingEnglish．AccordingtotheNewCurriculumReformonseniormiddleschoolwhichemphasizesonthestudents’languageability,tolearnEnglishgrammarbecomesmoreimportant．、7l，hilemostEnglishteachersteachEnglishgrammarinatraditionalteacher-centeredway,studentsstillbelievegrammarclassdullandwithalowefficiency．Teachinggranlmarmeansexplainingthestructurestotheclassanddoingmanyexerciseswhathasbeenpreparedbeforeclass．However,itisnotaneffectivewaytoteachgrammar．Studentsknowwhattherulesareafterlearninggrammar,whiletheycall’tusethemproperlywhencommunicatingwithothers．Soitissignificantforteacherstofindagoodwaytosolvetheseproblems．2．2．1DefinitionofGrammarOxfordAdvancesLearner"sDictionaryofCurrentEnglishdefinesGrammarasbelow：Grammaristhestudyofscienceofrulesforthecombinationofwordsintosentence(syntax)，andtheformsofwords(morphology)．Grammaristhestudyofmeoftherulesbywhichwordschangetheirformsandarecombinedintosentences．(ModemChineseDictionary)Grammaristherulesoflanguagestructures，includingmorphologyandsyntax．(CiHai)Aboveall，itisclearthatGrammaristhestudyoftherulesofmorphologyandthestructuresofsyntax．2．2．2CurrentSituationandTrendsofGrammar-TeachingAbroadandatHomeInthepastfewdecades，GrammarTeachinghasbeenignoredandmanylinguistspointoutthatGrammarteachingisuselessandlanguageshouldbeobtainedbyengaginginmaterialsnaturallynotbyleamingthestructuresformally．WhilethecurrentstudiesaboutthesecondlanguagelearningmakepeoplerecognizethatGrammarTeachingishelpfultothelanguageacquisition．ShuDingfang(1996)pointedoutthatinsecondlanguagelearning，theproblemofGrammarteachingisnottoteachitornotbutwhatandhowtoteachit．2．2．2．1AnOverviewofCurrentTrendsinEnglishGrammarTeachingandLearningAbroadWiththedevelopmentofcommunicationmethodinforeignteaching，thestatusofgrammarteachinghasbeenweakenedsince1970s．EspeciallyundertheinfluenceofKrashen’Snaturalapproach，itprotestedtoobtaintheknowledgethroughpracticeandopposedgrammarteaching．BecauseofthepsychologicalperspectiveofKrashen，grammarteachingdisappearedintheclassroomSOthatitdeeplyinfluencedtheoveralldevelopmentofstudents’learningability．AsMariannaCelce-Marcia(2002)said,withoutgrammarteaching，itwasn’tcomprehensiveEnglishteaching．However,becauseofignoringgrammar,students’abilityofapplyingEnglishWasseriouslyimpacted．Throughlongtimeself-examination，grammarteachingreturnedtheforeignlanguageteachingstage．Accordingtothehistoryofgrammarteachingabroad，educationresearchersalwaysarguewitheachotheronwhethertoteachgrammarornotandhowtoteach．Since1990s，theresearchershavebeenarguingon9 AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHi【ghSchooltwoformsofteachingmethod：grammar-translationapproachanddirectapproach．Grammar-translationapproachpointsthatgrammariscentreoflanguageandgrammar-translationisthemaintaskofgrammarteaching(JiangWeifen2005)．Accordingtothisapproach，teachersmainlyanalyzethesentencesstructures，vocabularies，phrasesetcinthebook．Theyintroducegrammarrulesfirstandthenpracticethem．Thisapproachemphasesgrammaranalyzingcalledform—orientedgrammarteaching．Directapproachdoesn’tadvocategrammar-translationapproachbutintroducestudentsthegrammarbysummingup．First，teachergivesstudentssomeexamplesandletsthemfindtheregularpattern．Theapproachmainlyfocusesondevelopingstudents’communicationabilityandlearnsgrammarinameaningfulandcomprehensibleenvironment．It’Salsocalledimplicitgratnmarteachingandmeaning—focusedinstruction(LeiJun2006)．Inthepastdecade。researchershavetriedalotabouthowtocombinethegrammarteachingwithlanguagecommunication，includingprocessinginstruction．intemationalfeedl]Iackanddiscourse．basedapproaches．VanPatten(2002)pointsthatanaccessibleteachingmethodinlanguagecommunicationistoprocesstheinputlanguagecalledprocessinginstruction．Thisapproachistocombinethegrammarteachingwithaseriesofprocessingactivitiesofinputlanguage．Itaimstohelplearnerscleartheobjectoflearninggrammarandcomprehendthegrammarrulestodeveloptheiroutputability．Internationalfeedbackreferstopromoteunderstandingintheprocedureofcommunication．1anguagelearnersmakeallkindsofmeaningconsultingandstrategiesrecomposing．Thismakes1earnersrecognizetheformoftargetlanguageunconsciouslyfLyster&Ranta1997)．Thediscourse-basedapproachesadvocatethatthroughapplyingpureandsimplifieddiscourseincludingdiscourseanalysis．Itprovideslargesumsoftargetlanguagestructureswithproperundergroundforlearnersinordertoconnectformwithmeaning．Inall，withthedevelopmentofEnglishgrammarteachingrecognition，grammarteachingexperienceddifferentformsofdevelopmentandevolution．TheadvancedgrammarteachingtheoriesabroadrenewedtheconceptofOurChineseresearchersandmaketremendouseffectonEnglishgrammarteachinginchina．2．2．2．2AnOverviewofCurrentTrendsinEnglishGrammarTeachingandLearningathomeIntermsofthemaintrendsofEnglishGrammar-teachinginchina，theproblemsofgrammarteachingaretheresultsoflongtimeusingofgrammar-translationmethodandteacher’Sone．sidedcomprehensionaboutgrammar-teaching．TeachersalwaysconsiderthatgrammaristherulesoflanguageSOthattheyignorethecommunicationalfunctionofgrammar．Nowadays，grammarteachingisfromoneextremetotheother．AllkindsofEnglishbooksarepayinglessattentiontogrammarteachingandthecontentofgrammarandthetimeusedforgrammarteachingarebecominglessandless．Grammarasapartofclassteachingisalsoignored．Manystudentslearngrammarbyhiringtutor，takinglessonsafterschoolorlearnitbythemselves．Theseproblemsweakentheeffectofgrammarteachinginclass．Englishgrammarteachingmethodisalwaystraditionalteachingmethod．Teachers1n 辽宁师范大学硕士学位论文analyzeandexplainthestructuresofgrammarandstudentsdoexercisesaccordingtotheteacher’Sinstruction．Thismethodiseasytomakestudentsfeeltired，boringorevenfeelanxious．What’Smore，thismethodpaysmoreaaentiontolearninglanguageknowledgeandanalyzingthestructuresofgrammar．Itignoresstudents’developmentofcreativenessandleadstothestudentsrecitingthestructuresandsentencepaaems．Becauseofthis，studentsmustmakemanygrammarmistakesandhaveabadeffectontheconductofcommunicationintheprocessoflanguageapplying(Ellis1995)．AlthoughnewtheoriesaboutEnglishgrammarareproposedrecently，thebasicviewoflanguageisnotchanged．CognitiveLinguisticsprovidenewpointofviewtotheEnglishgrammarteaching．Tusi(2003)andZheng(2005)pointsthatEnglishteachersarepractitioner,decisionmakerandreformerinclass．Theirattitudestowardsteachingreformationandhowtoreformhavegreatinfluenceontheteachingreformationeffect．Newcurriculumstandardsputforwardthatclassroomteachingshouldchangetheteachingmodelofteacher-centeredwhoonlyteachtheknowledgeinthebooks．111eyshouldhelpstudentsgrasptheabilityofexploringknowledgeandautonomouslearning．Soteacherplaysamainroleintheteachingprocess．Inthepreviousstudies，therearelotsofbooksandarticlestalkingaboutforeignlanguageteachingespeciallyforuniversities，whiletherearefewarticlesabouthowteachersinhighschoolinfluencethegrammarteaching．Inordertogetabettergrammarteachingefficiency,itisnecessaryforteacherstoapplymoretheoriestoteachEnglishgrammar．ConstrualTheorywillprovideanewteachingmethodforteacherstoevokestudents’interestsandimprovetheteachingeffect．2．3TowardaSynthesisConstrualTheoryasapartofcognitivegrammar,ithassomeimportantimplicationsforourEnglishgrammarteaching．AccordingtotheConstrualTheory,wecanexplainandcomprehendagrammarstructurebyourexperienceandperception．Lakoff(2002)highlightstheroleofmetaphoricalthinkingbasedonbodyexperiencesinmeaningunderstandinganditISnecessarytounderstandthemeaningaccordingtodifferencesinknowledge，culture，value，etc．LangackerusedConstrualTheorytorefertothatpeoplecouldbefromdifferentperspective，choosingdifferentscopeandhighlightingdifferentfocustoachievethepurposeofexpression．TheideasandprinciplesofConstrualTheoryCanbeappliedtoourteachingprocessSOastoachieveteachinggoalsofimprovingstudents’abilitiesoflearningEnglishgrammarandstimulatetheirmotivationandinitiation．ThenewperspectiveoftheresearchiSexpectedtoshedsomelightsonthenewEnglishteachingmethodwithConstrualTheoryinseniorhighsch001．ThefivedimensionsofConstrualTheorywillbeusedintheprocessofteachingEnglishgrammarwhichisahugechallengeforteachersandstudents．Whileintheprocess，studentsandteachermustcooperatewitheachotherintentlySOastoreachahighteachingandlearningefficiency．What’Smore，studentswillhavemoreopportunitiestoexpresstheir AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHi【ghSchoo!ideasandcomprehensions．Teacherwillnotonlyexplainthestmcturesandgrammarrulesbutleadsstudentstounderstandthemeaningofthestructuresandrules．Thenewteachingmethodintendstoconnecttheabstractgrammarwithstudents’personalexperienceSOastoimproveteachingeffectiveness． 辽宁师范大学硕士学位论文Chapter3ResearchDesignandProceduresAftertherepresentationofthetheoreticalbackgroundaboutConstrualTheoryandGrammarteaching，theresearchwillemployquestionnaireandtwoteststoexaminetherolethattheConstrualTheorymayplayinEnglishgrammarteaching．Witlltheincreasingofstudents’experience，teacherscandevelopstudents’cognitiveconsciousnesstohelpthemselvesunderstandEnglishgrammar．AlthoughEnglishteachingandlearninginChinaismainlyexam-oriented，teachersshouldprovidemoreandmoreopportunitiesforstudentstospeakout．Theresearchaimstodiscoverwhether,withthenewteachingmethod，learnersinEGcanmakeasignificantprogresscomparingwithlearnersinCGafteranexperimentalsemester．3．1ResearchPurposeWiththediscussingofthepreviouschapters，alittleworkhasbeendoneonapplyingConstmalTheoryonEnglishgrammarteachingandlearning．ThispaperaimstobridgethegapbetweentheoreticalresearchonConstrualTheoryandConstrualTheoryinEnglishgrammarteachingstudy．TheempiricalstudyisgroundedontheassumptionthatapplyingConstrualTheoryinEnglishgrammarteachinginhighschoolwillimprovehighschoolstudents’interestsinEnglishandthusfacilitatetheirgrammarlearning．Theresearchquestionsareasfollows：(1)IsgrammarteachingbasedonConstrualtheorybetterthantraditionalgrammarteachingmethodinimprovinggrammarteachingefficiency?(2)Isgrammarteachingbasedonconstrualtheorybetterthantraditionalgrammarteachingmethodinstimulatingstudents’enthusiasmandinitiative?Inordertoanswerthetwoquestions，theauthorproposesthefollowinghypothesis：Ho：Thereisnosignificantdifferencebetweenthemeanscoresinthecontrolgroupandtheexperimentalgroupafterthetreatment．Hi：Thereisasignificantdifferencebetweenthemeanscoresinthecontrolgroupandtheexperimentalgroupafterpropertreatment．3．2ResearchSubjectsThesubjectsinthisstudyweresecond—yearstudentsofseniorhighfromtwointactparallelclassesinJianchangFirstSeniorHighSchoolinHuludao．Therewerestudentswhosharedthesameeducationbackgroundandlanguagelevel．NoneofthemhadeverreceivedanyinstructionsconcerningConstrualTheorybefore．Thestudentsinclasstwowereclassedasexperimentalgroup(EG)，whilethestudentsinclassonewereclassedascontrolgroup(CG)．Theexperimentalgroupwascomposedof61students，whilethecontrolgroup59students．TheyhadthesimilarleamingbackgroundwiththeinstructionofthesameteacherwhoadoptedtwodifferentapproachestoteachthemEnglishforthreemonths．Theyhadfive periodsofEnglisheveryweekandeachperiodlasts45minutes．3．3MaterialsTheteachingmaterialWaSThePEPhighschoolEnglishtextbookswhichwasavailabletoallthesubjects．Inaddition，thematerialfortheexperimentwerederivedfromWangYin’SAnintroductiontoCognitiveGrammar(2006)．Langacker’SFoundationofCognitiveGrammar(1991)．TheGrammarwhichwasselectedwasfromthePEPhighschoolEnglishtextbookCompulsory5．3．4InstrumentsTheinstrumentsusedmthisresearchwerepretestandposttestWhichweregwentothestudentsbothfromEGandCGbeforeandaftertheexperimentrespectively；apre—experimentalquestionnaireandapostexperimentalquestionnairewerehandedouttothestudentsfromEGtocheckwhethertherewassignificantchangeontheparticipants’learningattitude．1earningmethodsandlearningenthusiaSms．EXCELwasusedtoanalyzetheresultsofthequestionnaire；SPSS(16．01softwarewasusedtocalculatethedatacollectedfromtheexperiment．3．5ProceduresoftheResearchThetwogroupswereexposedtothesametextbookandtreatedwiththeidenticalamountoftimefor10weeksfromSeptember18thtoNovember23rd，2012．TheyaretaughtonMondaytoFriday，eachdayforoneperiod．Eachperiodconsistsof45minutes．Theresearcheremployedthe15‘weekforthequestionnaire1andthe2们weekforthepre-test，the12也weekforthepost-testandquestionnaire2．Inthisprocess，students’scoresandattitudestowardlearningEnglishgrammarwerecollectedandanalyzedbytheresearcher．neworkingschedulefortheexperimentwasasfollows：ATimelinefortheResearch：Week1Questionnaire1Week2pretestWeek2-llTeachingWeek12posttestandquestionnaire2Inthisresearchtheresearcherillustratedthedetaileddescriptionofthestagesasfollows：first．aquestionnairewasdesignedandgivenawaytostudentsfromEG．ThequestionnairewasdesignedinChinesetoensureeverystudentcouldunderstandthemeaningofeachquestionwithoutanymisunderstanding．Thenthedatawerecollectedandanalyzedtofindouttheparticipants’personalopinionsonEnglishteachingmethodandwhattheyreallydoduringlearningEnglishgrammar．Asthequestionswerecloselyrelatedtothepracticalsituationofparticipants，fewofthemshowedresentmenttothetaskandthereturnratewas100％，whichincreasedthereliabilityofthedataderivedfromthesurvey．Theexperimentalteachingperiodtook10weeks，whichwasconductedfromSeptember14 辽宁师范大学硕士学位论文l8山toNovember23mwithoneweek’Sbreak(NationalDay)．Duringtheresearch，bothEGandCGwereinstructedbytheresearcher．Theteachingofthetwogroupsusedthesanletextbooks—thePEPhi曲schoolEnglishbookforgrade2studentsinhighschoolfollowedthesamesyllabus，classhours(45minuteseachday)．TheonlydifferencewasthatstudentsinCGweretaughtbythetraditionalmethod，whilestudentsinEGweretaughtsimilarlybutwithinterventionbyintegratingtheteachingofthecomprehensionmethodsfromConstrualTheoryintothecontentteaching．Inthefirststage，subjectsinthecontrolgroupweregivengrammarstructures．Theteacherexplainsthestructuresbyindicatingthesubjects，predicate，objectsorwhichismainclauseandwhichissubordinateclauseetc．Thentheteacherwillwritesomeexamplesontheblackboardaccordingtothegrammarstructures．Thestudentstakenotesandreadthesentencesaloud．Finally，theteacherwillwritesomesentencesinChineseontheblackboardtohavethestudentstranslatedtheminEnglish．Afterclass，studentswilldoalotofexercisestoconcretethegrammarswhattheylearnedinclass．Whileintheexperimentalgroup，thesubjectsweretaughtinthesimilarwaysbutwithinterventionbyintegratingtheConstrualTheoryintoteachingprocess．First，accordingtotheTrajectory·LandmarktheorytheteachershowsthesentencestructuresonPPTindynamicwaysandtheteachershowsthesubjectsandobjectswithdifferentcolors．Inthisway，students’aaentionwillbegrasped．TheteacherexplainsthegrammarpointsinthetraditionalwayandthenmakesafurtherexplanationtoindicatethedeepermeaningofthestructureswiththedimensionsofConstrualTheory．AccordingtotheConstrualTheory，wecanexplainandcomprehendagrammarstructurebyourexperienceandperception．Langackerusedthistermtorefertothatpeoplecouldbefromdifferentperspective，choosingdifferentscope，highlightingdifferentfocustoachievethepurposeofexpression．Thistermemphasizespeople’Ssubjectivefactors．WiththeaimtohaveanoverviewoftheteachingstrategiesemployedinEG，theauthorwillgivesomeexampleswiththedimensionsoftheConstrualTheory．Exzamplel：therearealotofwaystoexpressemphasisandit-stressedsentenceisthemostcommonone．Inthewrittenform，peopleCan’tdistinguishthemaininformationandtheminorinformationaccordingtothetonebuttheyCandistinguishthemaccordingtotheexchangeofspeechorderandsentencepaaern．Inordertoemphasisthesubject，object，adverbialmodifier，predictiveetc，theycanbeputbehind“itis／was’’aspredictiveandthewholestructureassubject．Theotherpartsareputbehind‘‘that”asobjectorcomplement．Inthetraditionalwaytoteachit-stressedsentence，teachersmanlyproposeseveralexamplesofit-stressedsentenceandthenSHillupthemainstructureofit-stressedsentence：Itis／was+stressedparts+that+subordinateclause．Finally，studentswilldolotsofexercisestoconcretethisstructure．Fromthelanguagestructures，“itis／was+stressedpart’’isregardedassubjectand“that+subordinateclause”asobjectorcomplement．WhileaccordingtotheConstrualTheory，‘‘it AStudyontheApplicationofConstrualTheoryinEnglishGrammarTeachinginSeniorHighSchoolls／was+stressedpart”canbeseenasfigureand“that+subordinateclause”asbackground．Wecanchoosedifferentperspectiveandthenthedifferentpartscouldbeprominent．Theteachercanshowapictureofvase-face，whichdynamicallyshowsthatwhenyouchoosedifferentperspectivethenyoucanseedifferentfigures．Inthisstructure，whenwefocusonthesubjectorobject，wecanputthembehind“itis(was)”asafiguretohighlight．First，listenerswillbeattractedbythesubjectofit-stressedsentenceandthentheywillbuildacognitivereferencepoint．Whenthebackgroundemerges，listenerscertainlyputthefigureonthebackgroundasafocus．Therearesomeexamplesbelow：(1)Toemphasizethesubjectofthedeclarativesentence．Theearlybirdcatchestheworm．Itistheearlybirdthatcatchestheworm．Thisexampledescribesascene“birdcatchesWOrm”．earlybirdiSsubjectinthefu"stsentenceandtheverb“catch”connectthesubjectwiththeobject‘"worm"’andthewormisbackground．Inthesecondsentence，earlybirdimmediatelycatchesthehearer’Sattention，thefigure‘bird’ismoresalientandthebackgroundhighlightsthefigureandmakeshearer’Sfocusonthefigure．(2)Toemphasizetheobjectofthedeclarativesentencea)Igavewatertothedog．b)ItwasthedogthatIgavewaterto．Thefirstsentencedescribesascene‘‘Igavewatertothedog"’．‘‘I’’isthesubjectinthedeclarativesentenceanditisthefigureofthescene．“givewater"’isamovementthatconnectsthesubjectwithobjectalsothebackground“dog"’．Whenthissentenceischangedtoit-stressedsentence,theformerobject‘‘dog’’islocatedonthesubjectandbecomesanewfigureandimmediatelyattractshearer’Sattention．Theformersubject“I’’becomesbackgroundandmakethefigure“dog"’moresalient．(3)Toemphasizethecomplement小Theyhavepaintedthekitchendarkgreen．b1ItiSdarkgreenthattheyhavepaintedthekitchen．Thefirstsentencedescribesascene“Theyhavepaintedthekitchendarkgreen”．“they’’isthesubjectinthedeclarativesentenceandalsothefigureofthescene．“paint"’isamovementthatconnectthesubjectwiththeobjectandcomplement．Whenthisdeclarativesentenceischangedtoit-stressedsentence,theformercomplement‘‘darkgreen’’islocatedinthesub{ectandisfocusedonbyhearerasthefigure．Thismakestheunimportantcomplementsalientaccordingtochangingthewordsorder．Otherpartsbecomebackgroundtosetoffthecomplement．Thesubjectivechangeofspeakercanmakehearerfocusonthesubject(figure)completelyandcanhaveabetteremphasiseffect(GuanChunxi2008)．WithConstrualTheory，teachercanintroducethestructuresofthegrammarinthetraditionalwayandmakeafurtherexplanationforthegrammarstructures．Inthisway， studentscanunderstandt11egrammar’Sdeepermeaningandavoidrecitingthestructuresmechanically．Aftersomeexercises，studentswillrememberthegrammarpointconcretely．Example2．Langackerdistinguishedtwodiffe：rentmentalscanningabilities：sequentialscanningandsummaryscanning．Theyareusedwhenspeakerconstruesasamesituationwithdifferentmethods．Sequentialscanningregardsaprocessionasasequence．Whilesummaryscanningregardsaprocessionasawholeunit．Ateachprocessingmovement，thefocusedconceptionconsistsofallthestatesthusfarscannedthroughtheconceivedtime．Finally，allthecomponentstatesaresimultaneouslyactivated，whichconstituteasinglegestalt．未重。o8§枣＼———————————、，—————————√、———，———∥build--upphasefinal(；estaIt4，一，、w⋯Ⅵ**一一“一⋯⋯V～～一*⋯⋯‘V，⋯一、⋯一一≯⋯l、Figure2．1SequentialScanning(a)andSummaryScanning@)InEnglish，Verbbelongstosequentialscanning．Noun，Predictivebelongtosummaryscanning，whenexpressingthemeaningof‘‘giveadvice’’，weCallapply‘‘makeasuggestion"’and“suggest”toexpressthesamemeaning．Accordingtocognitivegrammar，theybelongtodifferentscanningprocess．Nounsareusedtohighlightindividual，eventandabstractrelationsanditemphasizessummaryscanning；verbsareusuallyusedtohighlightprocessingtimeanditemphasizessequentialprocession．Witllthistheory，weCallexplainthedifferencebetweennounandverb．WhenspeakerdescribesascenethatBobcomesintoabuilding，therearetwowaystoexpressthesamesituation．1)a．Bobenteredthatbuilding．b．Bob’Senhanceintothatbuilding．Ina，thescanningmethodof“enter"’issequentialscanning．Inb，thescanningmethodof“enhance”issummaryscanning．Wecallalsoexplaindifferentstructuresof“subject+verb+object+complement"’(svoc)．2)a．IsawBobwatchingthatmovieb．IsawBobwatchthatmovie．Both‘‘watchingthatmovie’’and‘‘watchthatmovie’’arecomplementsinthetwo17 sentences．Onesentenceuses‘‘一ingparticiple’’．whiletheotheroneusesinfinite．Becausetheformersentenceadoptssequentialscanning，itemphasizesthemovementwhentheeventishappening．Tllelateroneadoptssummaryscanning，itemphasizesthewholeprocession．Ifteacherexplainsthisstructureinthetraditionalway，therewillnotbeanydifferencebetweenthetwosentences．Theyarejustthesamesentencewithdifferentstructures“seesbdosth’’and“seesbdoingsth”．ⅥmilewithConstrualTheory．teachercouldapplysequentialscanningandsummaryscanningtoexplaintheirinnerdifferences．Inthisway，studentswillunderstandthisstructuredeeply．Aftersomeexercise，theywillmasterthisgrammarconcretely．Example3：whenexpressingasituationthatJohnboughtabookfromTomfor28dollars．Wecanexpressthismeaningforseveralways：1)JohnboughtabookfromTomfor28dollars2、Johnpaid28dollarstoTomforthebook3)TomsoldabooktoJohnfor28dollars．41TomchargedJohn28dollarsforabook．Intraditionalways，teacherjustexplainsthesesentenceswiththesamemeaningbutwithdifferentstructures．珊lilewithConstrualTheory．teachercouldexplainthesesentencesmorespecific。Thesesentencescanbeconstruedwithdifferentperspectivesandhighlightdifferentrelationshipoffactors．Teachershouldtellstudentstherearefourfactorsbuyer,goods,seller,andmoneywhenwementionbuysomething．Whenwechoosedifferentverbsthatwerepresentdifferentrelationshipofthesefactors．ThefirstsentenceJohnboughtabookfromTomfor28dollars．Therelationshipofbuyerandgoodsismadeprominent．ThesecondsentenceJohnpaid28dollarstoTomforabook．Therelationshipofbuyerandmoneyismadeprominent．ThethirdsentenceTomsoldabooktoJohnfor28dol／ars．Wemaketherelationshipgoodsandsellerprominent．ThefourthsentenceTomchargedJohn28dollarsforabook．Therelationshipofmoneyandselleraremadeprominent．A11thedifferentstructuresdependonwechoosewhatperspective．Aftertheexplanation，studentswillknowwhatthedifferencesofthefourverbsareandknowhowtOchoosetherightverbstOexpressdifferentrelationshipsofthefactors．Examplefour：InConstrualTheory，thereisaveryimportantdimension：prominenceorsalience．AndtherearetwofactorsinProminence：profile--baseandtrajectory—landmark．InEnglishGrammar，inversionisacommonphenomenonandtrajectory-landmarkillustratesthethoughtthatEnglishinvertedsentencesareinaccordancewiththesalientprinciplesfromthecognitiveperspective．Trajectory-landmarktheorystatesthatinvertedsentencesmovethetrajectoryofnaturalorderedsentencestotheendoftheinvertedsentences，thatis，speakersusuallyconvert“trajectory—landmark"’inthenaturalsentencesinto“landmark--trajectory’’toformanend．focusandmaketheinformationfocusdroponthenewinformationtoattractlistener’Sattentionandreachthebestsalientresult(YangZhuangchun2003)．Iftheadverbialphraseorprepositionphraseisputbeforetheverbinasentence，thissentencecanbecalledfullinversion．Thesephrasescouldbeup,down，in，away,here,there,1R 辽宁师范大学硕士学位论文then，off,out,intheroom，on珐Pwalletc．、tVhenteacherexplainsthiskindoffullinversiontothestudents，hecangiveseveralexamplesfirst：1)InalecturehallofauniversityinEnglandsitsaprofessor．2)Southoftheriverliesasmallfactory．3、lOutrushedthechildren4)OnthehorizonappearedalonelyhorsemanThesestructurescanbesummarized‘phrase+verb+subject’，andthesesentencescouldalsobeinnormalorder：5)AprofessorsitsinalecturehallofauniversityinEngland．6)Asmallfactoryliessouthoftheriver．7)Thechildrenrushedout．8)Alonelyhorsemanappearedonthehorizon．Intraditionalteachingmethod，thesesentencesarewiththesamemeaningbutwithdifferentstructures．WithConstrualTheory，teacherCanmakeafurtherexplanation．Inthetrajectory--landmarktheory，trajectoryreferstothemainprominenceandlandmarkreferstominorprominence．Inthenormalordersentences“Zlonelyhorsemanappearedonthehorizon．’’‘‘alonelyhorseman’’isthemainprominenceand‘"onthehorizon”istheminorprominence．Whileintheinversionsentence“Onthehorizonappearedalonelyhorseman”，thespeakerputthemainprominenceintheendofthesentencetomakethemaininformationmoresalient．Thisinversionsentencejustlikesalivelypicturethatisshowedbeforethehearers．“onthehorizon"’isputbeforetheverbasasettingoutpart．Withitsinfluence，thetrajectoryofthepicture‘"thelonelyhorseman’’becomesmoreclearlyandrepresentsthespeaker’Scognitiveprocesstothereality．Sowhenwriterorspeakerwantstoemphasizeapartofinformation，inversionsentenceisoneofthebestways．Anotherexampleisasfollow⋯．．TheninaminuteshealsostoodbyUSontherailroadmack，withmyfathersoakedtothewa&t．DownthetracksOBhigherlandstoodthebighouseofthesection--master．Therelightswereburning；everybodyWasup；everybodywaslisteningtothevoiceintheflood．Wehurriedtothetight．⋯”(LiQing，RenSuzhen2008)Inthistext，inversionsentenceisusedinthesecondparagraph．Thewriterputthephrase“downthetracksonhigherland”attheheadofthesentence．Inthisway，notonlythewholesentencelinksupwell，butthesubject“thebighouseofthesection-master"’asatrajectoryisprominent．Thefollowingsentencesdevelopaccordingtothemainprominence．Ifthefirstsentenceinthesecondparagraphisanormalordersentence，themeaningofthesentenceisnotchangedbutthistextcannotgetaprominenteffectofthemaininformation．Whenpeoplereadthistext，theywillgetthisimportantinformationeasilyandfeelreadingthisparagraphfluently． 3．5．1ASampleLessonPlanWiththeaimtohavinganoverviewoftheteachingstrategiesemployedinEG，thefollowingisasamplelessonoftheexperimentalperiod．ToimplementtheConstrualTheoryintogrammarteaching，themostimportantistodesignactivitiestocaterforstudents．Theteachershoulddesigntheteachingactivitiesandintegratethemintolearningmaterials．ThefollowingisateachingplanforModelfourCarnival．IjustwanttogiveallexampleabouthowIteachEnglishgrammarinclass．Time：October10出，2012Place：TheFirstSeniorHi．ghSchoolinJianchangCounty，Class2Grade2Amountsofstudents：61Teachingcontents：NewStandardEnglishstudent’Sbook5．ModeIfourCamivalTeachingObjectives：Inthisunit，thegrammarpartispassivevoice．Thestudentsarerequiredtograspthisstructureindifferenttensesandsomesituationsthatactivevoicetorepresentpassivevoice．Difficultteachingpoints：tobeawareofthemeaningunderthegrammarstructures．Timeduration：45minutesTeachingprocedure：1grammarinthetext2．Exerciseandreinforcement3．Homework(】)Grammarinthetext①DifferenttensesofpassivevoicePassivevoiceismadeupof‘"be+done”．‘‘Be”canbeusedindifferenttenses．Teacher：PassivevoiceiSnottransformedfrompositivevoice．Theybelongtodifferentcomprehensiveprocesstooneevent．Thepositivevoiceisusedwhenthespeakerdescribesaneventfromtheagent’Sperspective．Whilewhenthespeakerdescribesaneventfromthepatient’Sperspective，passivevoiceisused．Nowlet’Slookatapictureonthescreen．(Theteachershowsapicturethatahunterkillsatigerandallthestudentspaytheirattentiononthepicture)Teacher：Nowwhocandescribethispictureforus?StudentA：Thehunterkilledthetiger．StudentB：Thetigerwaskilledbythehunter．Teacher：Well，Bothofyouareright．Let’Slookatthedifferencebetweenthetwosentences．Whenwelookatthispicture，wecanchoosedifferentperspectivetodescribethispicture．Ifyouchoosetigerasafigure，youwilllocatetigeronthesubjecttohighlightandthehunterwillbecomebackgroundtohighlightthefigure．IfIaskyou“Whathappenedlastnight?”．Howdoyouanswerthequestion?StudentA：Thehunterkilledthetiger．20 Teacher：Ok．Howdoyouanswer“whathappenedtothetigerlastnight?’’Student：Thetigerwaskilledbythehunter．Teacher：Allright!Whyshouldweanswerthesetwoquestionsinthisway?Becausewhenwechoosethetigerasourtopic，weshouldexpressitfromthetiger’Sperspective．Ifweanswerthesecondquestionwith“thehunterkilledthetiger’，thehunterastheunknowninformationisputatthelocationofknowninformation，whichisunacceptable．Inpassivevoice，“be’’canbetransformedintodifferenttenses：bedone，willbedone，bebeingdone，havebeendone，etc．Thesubjectsareanpatientsandareprominentasfigures．Forexample：Sheisrespectedbyeveryone．(Simpletense)Thebookwillbereprintedsoon．(Simplefuturetense)Theroadisbeingrepaked．(Presentprogressive)Theyhavebeengivenawarning．(Presentperfecttense)(TheteachershowthesesentencesonPPT，thesubjectsofthesesentenceswereshowedindifferentcolorstOattractthestudents’attentionaspatients)(2)ExercisesandreinforcementAfterexplainingtheusageofpassivevoice，teachershowsaseriesofpicturesforstudentstoaskthemtodescribethepictureswithdifferentperspective．Inthisway，theywillmakesomesentencesincludingactivevoiceandpassivevoice．Inthisway，studentsrecognizethattheywillmakedifferentsentenceswithdifferentperspectives．Ⅵmat’Smoretheywillunderstandwhythestructureisusedlikethis．Andthenteacherwillproposesomequestionstoconcretethestructure．Teacher：NowIet’Sdosomeexercises。Lookat也eexercisesonPPT．1)MrLisaidthosewhohadfailed二一further仃ainingandasecondchancetopasstheexamthenextweek．A．weregivenB．hadgivenC．weretogiveD．wouldbegiven2)⋯-Mycar——twicethismonth．⋯一I"msorrytohearthat．A．hasbeenbrokeninB．hasbeenbrokenC．hasbeenbrokenintoD．wasbrokenintoTeacher：whocangivemetheanswerandtellmewhy?Student：theanswerisDandC．Thefirstoneisallobjectclause，‘"whohadfailed"’isthesubjectoftheclauseandthesentencealsocouldbesaid‘MrLiwouldgivethestudentswhohadfailedasecondchancetopasstheexamthenextweek’，whileintheclauseweshouldexpressthemeaningfromthestudents’perspectives，SOwechoosepassivevoice．砀enextweektellsUSthatit’Spastfuturetense．Teacher：Yes，Thisispassivevoicewithpastfuturetense．Thesecondone，mycarisprominentasasubjectSOweusepassivevoice．Theverbphrasewechoose‘brokeinto’．‘brokein’means‘打破’withoutpassivevoice．31Toapplyactivevoicetorepresentpassivevoice21 Teacher：Languageisn’trestrictedonlybytherulesofgrammar，butpeople’SexperienceandcognitivepaRemscanmakeaneffectontheapplyingoflanguage．Inpassivevoice，thereisastructurethatusesactivevoicetorepresentpassivevoice．Let’Slookatanexample：@Theseshirtswashwell．@ThiscardrivesverysmoothlyInthesetwosentences，thesubjectsbotharepassiveparticipantsintheevent．Whydon’twewritethesetwosentenceslikethistheseshirtsarewashedwellandTh／scar括drivenverysmoothly?Thussentencesrepresentaneventthatpassiveparticipantsmakeanactiveeffectonthehappeningbecauseoftheirinnerfeatures．Thestructureis‘NP+V+Adv’．Therearetwocharacteristicsinthisstructure：1．Thesubjectiscorrespondingtothepatientoftheverbandtheagentisn’texpressedinthesentence．2．Thisstmcturelacksspecifictimegenderandeventgender．Forexample：③Thebookssellfast．@Thebooksaresoldfast．③isatypicalactivevoicetorepresentpassivevoice，while④isacorrespondingpassivevoice．Thesetwosentencesaresimilarinstructure，NPofthetwosentencesbothare‘thebooks’andthetwosentencesbothcontainpassivemeaning．Nowlet’Sanalyzethemeaningofthesesentences．Thebookssellwell．Inthissentence，thebooksarepassiveparticipantbutthebookhasitsinnercharacteristics．Forexample，thisbookwaswrittenbyaveryfamouswriterorthecontentofthisbookisverypopularwithmanypeople．Theseinnercharacteristicsleadtothegoodsell．Althoughthebookisapassiveparticipant，itplaysaveryactiverolebecauseofitsinnercharacteristics．Thebooksaresoldfast．Inthissentence，thebooksarejustanobjectivepatientinthisevent．Now，whocangivemeanexampleaboutactivevoicetorepresentpassivevoice?StudentA：Thedoorwon’tshut．StudentB：Theclothwashedwell．Teacher：Verygood．nowcanyoutellmewhyyoudon’twritethesentencesas“thedoorwon’tbeshut”or“Theclothwillbewashedwell．”?StudentA：ThedoorCan’tbeshutmaybecausethedooritselfbrokeandpeoplecan’tshutit，notbecausethepersonwhoshutthedoordoesn’thaveenoughstrength．StudentB：Theclothwasheswell，becausetheclothitselfissoftorthin．Itisitsinnercharacteristic．Theclothisprominentinthetwosentences，buttheyplaydifferentroles．Teacher：Good．Bothofyouhaveunderstoodtheusageofthestructure．Thesubjectsoftheabovesentencesareallprominentbuttheyplaydifferentroles．Nowyoushouldunderstandwhenwelearnastructure，wenotonlylearnitbymemorizingthestructuremechanically，butweshouldunderstandthemeaningbehindthestructures．(ThentheteacherwillshowsomeexamplesonthePPT，highlightthesubjectsofthesentences．) 辽宁师范大学硕士学位论文Thesentencesreadclearly．这些句子读起来很清楚。(即这句子没有歧义)Thesentencesarereadclearly．这些句子被读的很清楚。(指读的人读的好)Afterexplainingthemeaningunderthes由nⅡctures，somes仃uc眦saboutpassivevoicewillbemasteredaccurately．Inthefuture，whenteachinggrammar，teachercoulddesignsomeactivitiestocooperatewiththenewteachingmethod．(3)Homework：Letthestudentsdothefollowingexercisetoconcretetheknowledgelearnedinclass：1Wrehavebeentalkingabouttheissueoftheenvironmentalpollutionforyears．21willaskeverystudentaquestionofEnglishgrammar3Wehaveneverknownthegirltellalie4Theywillhavetoadoptadifferentattitude5Youmustlaysocialemphasisonthechoiceofwords．6W-eknowthattheexpeditionreachedtheSouthPoleinMay3．5．2InstrumentsandDataAnalysisDeviceTheinstrumentsusedinthestudyweretwotests(pretestandposttes0andaquestionnaire．SPSSsoftwarewasusedfordoingstatisticalanalysis．3．5．2．1TestDesignInthisstudy，therearetwotests(pretestandposttest)andaquestionnaire．nepretestwasconductedbeforetheexperiment；itaimstoverifywhetherthecontrolgroupandexperimentalgrouphavesignificantdifferenceintheabilitytolearnEnglish．111eauthorcarriedout50multiple—choicequestionsaboutthegrammarsthatstudentshavelearnedinGradeone．Thetimeoftheexamwaslimitedto90minutes．Posttest：aftertheexperiment，posttestwascarriedoutinbothcontrolgroupandexperimentalgroupforthepurposeofcomparingthedifferenceoftheresultsbetweenCGandEGinthelastweekofNovember．Theposttestconsistsof50multiple-choicequestions：---5areallaboutit-stressedsentencetotestwhetherstudentshavegraspedthemethodofanalyzingthisgrammarpointwithfigure--groundtheory．---7areabout‘subject+verb+object+complement’stmctllretotestwhetherstudentshavelearnedhowtoanalyzethestmctIlrewithmentalscanning．8一12areallaboutpassivevoice，thesequestionsareusedtoteststudents’abilitytoanalyzethes缸1lctIlrewithsubjectiveperspectiveandfendouttheprominentpart．Aftermasteringthestructures，whatismoreimportantistounderstandthemeaningbehindthestlllcture．13—15areaboutfullinversiontoteststudents’abilitytoanalyzewhichpartiSprominentandinwhichconditionthesentenceshouldusefullinversionandtheother35questionsareallaboutthegrammarstheyhavelearnedinthissemester．Eachcorrectanswerisgivenlpointsandthemaximumformultiple---choicequestionsis50points．Therewere120copiesofpaperswith61fromEGand59fromCGcollectedwhenthetestwasover．Thetimefortheposttestwaslimitedto90minutes．(seeappendixB)Questionnaire：therewasaquestionnairewhichwasproceededbeforeandafterthe23 experimenttotheEG．Asforthequestionnairewhichincluded15questions．Itaimstogetageneralpictureaboutstudents’attitudestowardEnglishgrammar，students’learninginclassroomandtheirresponsetowardsleaningEnglishafterclass．ThequestionnairewasprecededtoEGstudentsaftertheaimedtoobtainafeedbackofstudents’assessmentsontheandtestifywhetherthenewteachingapproachwaswelcomedandacceptedbystudents，whetherthenewteachingapproachwaseffectiveandbeneficialforEnglishleaningandteachinginclass．3．5．2．2SoftwareStatisticalanalysesarecarriedoutbyemployingSPSSl6．0(StatisticalPackagefortheSocialScience)．ThetwogroupsofdatafromthetraditionalteachingmethodandtheexperimentalteachingmethodintwotestswereprocessedwithSPSStoconductanIndependent-SampleT—testtoverifywhetherthereisasignificantdifferencebetweenthecontrolgroupandtheexperimentalgroupafterpropertreatment．Inaddition，EXCELwasusedtoanalyzetheresultsofquestionnaireaftertheexperiment．24 辽宁师范大学硕士学位论文Chapter4DataPresentationandDiscussionIn也ischapter，theauthorwillelaborateontheresearchquestionbroughtup洒thepreviouschapter．Thefirstsectionisthedataanalysisoftheresultsofthepretest，whichtestifieswhetherthestudentsfrombo}thEGandCGareinthesimilarEnglish1evelandthedataofthepretestwiUbeusedtocomparewiththeposttest．ThentheanalysisofposttestiScomparedwiththepreviousoneSOastoseewhethertheConstrualTheorymakeasignificantdifferenceontheEnglishgrammarteachingthanthetraditionalmethod．Finally，thedataofquestionnairepresentedtothestudentswillbeanalyzed,withtheaimtofindoutwhetherthenewteachingmemodimprovestudents’interestsinlearningEnglishthanthetraditionalway．4．1DataPresentationToensurethatthestudentsintheexperimentalgroupandcontrolgrouphaveasimilarabilityoflearningEnglishgrammar，theauthorcollectedthescoresofpretestandcalculatedthecriticaldatalikemean，standarddeviationandIndependentSampleT—testofeachgroup．4．1．1AnalysisofResultsofthePretestThepretest(seeAppendixA)wasdesignedbytheauthorbasedonthematerialsfromthePEPseniorhighEnglishbook．Aspresentedinthepreviouschapter,thepretestwasdesignedtoensuretherewasnosignificantdifferenceofabilitytolearnEnglishbetweensubjectsfromCGandEGbeforetheempiricalresearch．TheIndependentSampleTestwasusedtoanalysistheresultswhichwasshownasfollows：Table4．1GroupStatisticsinthepretestclassNMeanStd．DeviationStd．ErrorMeanPretest5934．89835．78254．75282CGEG6134．86895．45734．69874Table4．2IndependentT-testanalysisofPretestLevene’STestforEqualityofVariancesFSig．PretestEqualvariancesassumed．604．439EqualvariancesnotassumedSig．MeanStd．Error95％ConfidenceIntervalofdf(2一tailed)DifferencetheDifferenceLowerUpper117．023．977．．029541．02612—2．0636l2．00470118．977．．029541．02612-2．061462．00255 Generallyspeaking，inthepretest，themeanscoreforCGis34．8983andthestandarddeviationiS5．7825；themeanscorefortheEGiS34．8689andthestandarddeviationiS5．45734．Themeanscoresandthestandarddeviationofeachgroupareveryclose．Inaddition，intable4．3，Levene’STestforEqualityofVariancesshowsSig．=0．439>O．05．111eT．testforEqualityofMeansshowsSig．(2-detailed)=O．977>0．05．Asshownintheabovetable，wecanseethepretestshowsthattherewasnosignificantdifferenceonsubjects’proficiencylevelintermsofEnglish．4．1．2ComparisonofPosttestbetweenCGandEGTheposttestwasdesignedbytheauthorbasedonthematerialofGrade2inseniorhighsch001．50multiple—choicequestionswereputouttothestudentsofcontrolgroupandexperimentalgroup．ThesequestionswereallaboutthegrammarsthattheylearnedinthefirstsemesterofGrade2．ThistestWastakeninthe12thweek．Table4．3GroupStatisticsintheposttestclassNMeanStd．DeviationStd．ErrorMeanPosttestCG5935．25425．45702．71044EG6138．44263．68567．47190Table4．4IndependentT—testanalysisofPosttestLevene’STestforEqualityofVariancesFSig．PretestEqualvariancesassumed10．919．001EqualvariancesnotassumedSig．MeanStd．Error95％ConfidenceIntervalofdf(2-tailed)DifferencetheDifferenceLowerUpper101．391．0003．18839．852891．496564．88021118．0003．18839．847551．510004．86677AsindicatedinTable4．3，themeanscoreobtainedbyEGishigherthanthatofCG，specially，35．3542inCGand38．4426inEG．Thatistosay，thedifferencefromtheperspectiveofmeanscoresbetweenCGandEGiSstatisticallysignificant．Asisdemonstratedin4．4．Levene’STestforEqualityofvariancesshowsig．=．001<0．05．SOitrefusesthenullhypothesis．Thatistosay，Std．DeviationofEGiSdifferentfromthatofEG．Inaddition，T．testforEqualityofMeansshowSig．f2一tailed)=．000<0．05．Italsorefusesthenullhypothesis．WecanmakeaconclusionthatthereissignificantdifferencebetweenCGandEGinthescoreofposttest．TheEGhasmadeagreatprogressthantheCG．SubjectsfromEGdo26 辽宁师范大学硕士学位论文muchbetterinEnglishgrammarcompetence．TheresultsoftheposttestsupportthehypothesisthattheintegrationofConstrualTheorywouldenablestudentsinEGtohaveabeReracademicperformancethanthosestudentsinCG．4．1．3ComparisonbetweenPretestandPosttestofEGAfterthepost-test，wemadeacomparisonbetweenpretestandposttestofEGItaimedtotestifywhethertheEGmadeaprogressthanbefore．classNMeanStd．DeviationStd．ErrorMeanPretest6134．86895．45734．69874EGPosttest6138．44263．68567．47190EGTable4．6IndependentT-testanalysisofpretestandposttestLevene’STestforEqualityofVariancesFSig．PretestEqualvariancesassumed5．705．018EqualvariancesnotassumedSig．MeanStd．Error95％ConfidenceIntervalofthedf(2-tailed)DifferenceLowerUpper120．000．3．16393．86947-4．88543．1．44244110．593．000．3．16393．86947-4．88692．1．44095TheaimoftheabovetablesiStofindoutwhetherthereiSsignificantdifferencebetweenthetwotestsofEGafter10weekstreatmentonthegrammarlearningwithnewteachingmethod．Fromthetable4．5，itiSshownthatthemeansofscoresobtainedbVEGinthepretestandposttestaresignificantdifferent．38．4426intheposttestand34．8689forthepretest．TheT·sampletestbetweenpretestandposttestofEG，itisindicatedthatSig．(2-tailed)=0．000查看更多