Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive process...Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.展开更多
In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts ...In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.展开更多
This paper presents a comprehensive review of the functional approach and cognitive approach to the nature of language and its relation to other aspects of human cognition.The paper starts with a brief discussion of t...This paper presents a comprehensive review of the functional approach and cognitive approach to the nature of language and its relation to other aspects of human cognition.The paper starts with a brief discussion of the origins and the core tenets of the two approaches in Section 1.Section 2 discusses the similarities and differences between the three full-fledged structural functional grammars subsumed in the functional approach:Halliday's Systemic Functional Grammar(SFG),Dik's Functional Grammar(FG),and Van Valin's Role and Reference Grammar(RRG).Section 3 deals with the major features of the three cognitive frameworks:Langacker's Cognitive Grammar(CG),Goldberg's Cognitive Construction Grammar(CCG),and Croft's Radical Construction Grammar(RCG).Section 4 compares the two approaches and attempts to provide a unified functional-cognitive grammar.In the last section,the author concludes the paper with remarks on the unidirectional shift from functional grammar to cognitive grammar that may indicate a reinterpretation of the traditional relationship between functional and cognitive models of grammar.展开更多
Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced gramm...Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.展开更多
From the perspective of Cognitive Grammar, this study investigates the semantic characteristics of, as well as the respective constraints on, the three （schematic） components of the Chinese ba-construction that are ...From the perspective of Cognitive Grammar, this study investigates the semantic characteristics of, as well as the respective constraints on, the three （schematic） components of the Chinese ba-construction that are essential in its constructional meaning, namely the pre-posed object, the main verb, and the resultative component, and concludes that the Chinese bd--construction describes a transition between two states of affairs, either intended or actualized, with the post- transitional state being the focus of attention, and that the semantic characteristics of its component structures, the main verb, the pre-posed object, and the resultative component in particular, synergistically contribute to the accentuation of this constructional meaning： the lexical aspect of the main verb signals the potential for transition; the high degree of specificity of the pre-posed object conserves cognitive resources as well as measures out the process denoted by the main verb; and the rich forms and the almost obligatory presence of the resultative component specify the post-transitional state and command the bearer＇s attention.展开更多
This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for th...This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event schemas.This is a simplex to complex inventory of constructions for talking about world events(i.e.the material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial configuration.Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.展开更多
文摘Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.
基金funded by the 2022 Hunan Vocational Education Teaching Reform Research Project“Research on the Cultivation of Critical Thinking Ability for Business English Majors in Vocational Colleges Under the Concept of Curriculum Ideology and Politics (Project approval No.:ZJGB2022058)”the 2022 General Funded Project of Hunan Social Science Achievement Review Committee“Research on the Development and Diagnostic Evaluation of Critical Thinking Ability Scale for English Learners based on CSE (Project approval No.:XSP22YBZ086).”。
文摘In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.
文摘This paper presents a comprehensive review of the functional approach and cognitive approach to the nature of language and its relation to other aspects of human cognition.The paper starts with a brief discussion of the origins and the core tenets of the two approaches in Section 1.Section 2 discusses the similarities and differences between the three full-fledged structural functional grammars subsumed in the functional approach:Halliday's Systemic Functional Grammar(SFG),Dik's Functional Grammar(FG),and Van Valin's Role and Reference Grammar(RRG).Section 3 deals with the major features of the three cognitive frameworks:Langacker's Cognitive Grammar(CG),Goldberg's Cognitive Construction Grammar(CCG),and Croft's Radical Construction Grammar(RCG).Section 4 compares the two approaches and attempts to provide a unified functional-cognitive grammar.In the last section,the author concludes the paper with remarks on the unidirectional shift from functional grammar to cognitive grammar that may indicate a reinterpretation of the traditional relationship between functional and cognitive models of grammar.
文摘Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.
文摘From the perspective of Cognitive Grammar, this study investigates the semantic characteristics of, as well as the respective constraints on, the three （schematic） components of the Chinese ba-construction that are essential in its constructional meaning, namely the pre-posed object, the main verb, and the resultative component, and concludes that the Chinese bd--construction describes a transition between two states of affairs, either intended or actualized, with the post- transitional state being the focus of attention, and that the semantic characteristics of its component structures, the main verb, the pre-posed object, and the resultative component in particular, synergistically contribute to the accentuation of this constructional meaning： the lexical aspect of the main verb signals the potential for transition; the high degree of specificity of the pre-posed object conserves cognitive resources as well as measures out the process denoted by the main verb; and the rich forms and the almost obligatory presence of the resultative component specify the post-transitional state and command the bearer＇s attention.
文摘This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event schemas.This is a simplex to complex inventory of constructions for talking about world events(i.e.the material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial configuration.Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.
