發(fā)布時(shí)間：2024-10-30 08:01

　　由阿黛爾·高德伯格提出的構(gòu)式語法已經(jīng)發(fā)展成認(rèn)知語言學(xué)領(lǐng)域里一個(gè)較為成熟的理論框架,具有堅(jiān)實(shí)的認(rèn)知基礎(chǔ)和功能基礎(chǔ)。構(gòu)式語法強(qiáng)調(diào)構(gòu)式是形式、意義的結(jié)合體,提出語法不僅具有語法結(jié)構(gòu),更包含了獨(dú)立而完整的語義,且這種語義是有理據(jù)性的;此外,構(gòu)式語法強(qiáng)調(diào)以體驗(yàn)(experience)和概括(generalization)為基礎(chǔ)的構(gòu)式習(xí)得觀。不同于傳統(tǒng)語法教學(xué),構(gòu)式語法理論加深了我們對語法屬性的理解,為英語語法教學(xué)開拓了新的視閾。在英語語法知識體系中,雙及物結(jié)構(gòu)作為常見的句法結(jié)構(gòu)之一,已受到國內(nèi)外語言研究者的廣泛關(guān)注。本研究調(diào)查了高中生對基于構(gòu)式觀的語法學(xué)習(xí)策略的使用情況并初步探討對其開展基于構(gòu)式語法理論指導(dǎo)的雙及物結(jié)構(gòu)教學(xué)的有效性以及學(xué)生對該教學(xué)法的態(tài)度。揭陽某一高中的165名高二學(xué)生參與了筆者所設(shè)計(jì)的采用萊克特量表的英語語法學(xué)習(xí)策略問卷調(diào)查。從中,筆者了解到高中生的語法學(xué)習(xí)策略的使用情況。通過使用SPSS 17.0對問卷所收集的數(shù)據(jù)進(jìn)行分析,發(fā)現(xiàn)高中學(xué)生在語法學(xué)習(xí)過程中對于基于構(gòu)式語法的語法學(xué)習(xí)策略的使用率不高,且對于各項(xiàng)語法學(xué)習(xí)策略的使用呈現(xiàn)不均衡現(xiàn)象。基于此,本文嘗試性地采用構(gòu)式語法觀指導(dǎo)的...

【文章頁數(shù)】：121 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes
    1.3 Significance of the Research
    1.4 Overview of the Thesis
Chapter Two Literature Review
    2.1 Definition of DS
    2.2 Conceptual Definition of DS Proficiency
    2.3 Features of DS
        2.3.1 DS as Prototype Category
        2.3.2 Polysemy of DS
        2.3.3 Metaphorical Extensions of DS
    2.4 Previous Researches on DS in Theoretical Aspect
        2.4.1 Structuralist Linguistics Approach to DS
        2.4.2 Transformational Grammar Approach to DS
        2.4.3 Functional Grammar Approach to DS
        2.4.4 Cognitive Grammar Approach to DS
    2.5 Previous Researches on DS in Applicational Aspect
        2.5.1 Previous Researches on DS in Applicational Aspect Abroad
        2.5.2 Previous Researches on DS in Applicational Aspect at Home
    2.6 Comments on the Previous Researches
Chapter Three Theoretical Framework
    3.1 Construction Grammar
        3.1.1 Conception of Construction
        3.1.2 The Integration of Verbs and Constructions
        3.1.3 Semantics Properties of Arguments in DS
        3.1.4 Features of Constructions
    3.2 Prototype Theory
        3.2.1 Prototype Theory
        3.2.2 Family Resemblance
    3.3 Memory Strategies Proposed by Oxford
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Operational Definition of DS Proficiency
    4.3 Inventory of DS Network
    4.4 The Micro Investigation
        4.4.1 Participants
        4.4.2 Instruments
        4.4.3 Data Collection
        4.4.4 Data Analysis
    4.5 The Teaching Experiment
        4.5.1 Participants
        4.5.2 Instruments
            4.5.2.1 Pre-test and Post-test
            4.5.2.2 Interview
        4.5.3 Research Procedures
        4.5.4 Instructional Design
            4.5.4.1 Instructional Prodecures on DS for CC
            4.5.4.2 Instructional Procedures on DS for EC
        4.5.5 Data Collection
        4.5.6 Data Analysis
Chapter Five Results and Discussion
    5.1 Results of the Research
        5.1.1 Results of Deployment of Grammatical Learning Strategies
        5.1.2 Results of the Effect of CG-based Intervention on English DS Proficiency
        5.1.3 Results of Senior High School Students’Attitude towards CG-based Instruction
    5.2 Discussion
        5.2.1 Low Deployment of Grammatical Learning Strategies
        5.2.2 The Effectiveness of CG-based Intervention in Improving DS Proficiency
        5.2.3 Senior High School Students’ Positive Attitude towards CG-based Instruction
    5.3 Summary
Chapter Six Conclusions
    6.1 Main Findings of the Research
    6.2 Pedagogical Implications
    6.3 Limitations and Recommendations for Future Studies
References
Appendices



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