认知法在高中英语语法教学中的应用研究 开题报告

1、开题报告书论文题目 (Title)A Study of Cognitive Approach Applied in Teaching English Grammar in Senior Middle School认知法在高中英语语法中的应用中心论点： Central Argument:本文以皮亚杰的认知心理学为基础，论述认知法的定义、基本原则和认知法在高中英语语法教学过程中的有效性。On the basis of Piagets cognitive psychology, this paper discusses the definition, basic principles of cogn

2、itive method and the validity of cognitive method in English grammar teaching in senior middle school. 本研究目的和意义: The Purpose and Significance of This Study:研究目的：以皮亚杰的认知心理学为基础，对比传统的语法教学方法，分析研究认知法在高中英语语法中的应用，从而提高学生学习英语的兴趣和英语听说读写综合能力。The Purpose of this study: Based on Piagets cognitive psychology, the

3、 author compared the traditional grammar teaching methods with the application of Cognitive Grammar in senior middle school English grammar so as to improve the students interest in learning English and the integrated ability of listening, speaking, reading and writing. 研究意义：改变传统语法教学方法，运用认知法教授英语语法知识

4、来提高学生学习英语的兴趣，培养他们自主学习的能力，促进学生学习掌握和运用基础语法知识，从而提升整体语法能力，最终提高英语成绩。The Significance of this study: The significance is to change the traditional grammar teaching methods with cognitive methods to teach English grammar knowledge to improve students interest in learning English, to cultivate their ability

5、 to learn independently, and promote students to master and use basic grammar knowledge.本研究的理论意义（国内外文献综述）:The Theoretical Significance of This Study (Domestic and Foreign Literature Review):研究背景： 随着我国教育改革的不断深入，英语教学发生了许多变化，出现了很多的教学方法。近几年来，英语教学在交际教学的影响下，过分注重了学生听说能力的培养和训练，忽视了对学生语法的教学，片面强调了语言的交际功能，致使学生在

6、语言的准确性不够和许多错误语法。认知法教学法是从人类认识规律的角度出发，强调不单单要从形式上学习语法，还要从理解上去学习。对于解决当前英语教学中出现的问题，应该加强认知法在英语语法教学中的应用，以促进英语教学的进一步发展。Background: With the development of Chinas education reform, English teaching has undergone many changes and there have been a lot of teaching methods. In recent years, under the influence

7、of communicative approach, English teaching has paid too much attention to the training of students listening and speaking ability but neglecting the teaching of students grammar and unduly emphasizing the communicative function of language, which results in the verbal accuracy and grammar. There ar

8、e many disadvantages. Cognitive teaching method is from the perspective of human understanding, emphasizing not only from the formal learning of grammar, but also from the understanding to learn language. To solve the problems in the current English teaching, we should strengthen the application of

9、cognitive method in English grammar teaching and promote the further development of English teaching.2. 研究现状Research Status2.1 国内外关于认知法与语法教学的研究 Domestic and Foreign Research on Cognitive Law and Grammar Teaching2.2.1 国外研究状况 Research Status Abroad认知法又叫认知符号法，一直以来，国外学者对它的研究从未间断过。美国心理学家卡鲁尔在1964年撰写出版了语法翻

10、译法的现代形式，文中首次提出了认知。认知法心理学基础源于认知心理学，其代表人物皮亚杰于60年代初创立了发生认识论，他通过研究语言在儿童认知能力发展中的作用，发现儿童与人类天生能力和客观经验密切相关，是两者相互作用的结果。心理学家布鲁纳提出的“基本结构”和“学习者为中心”的理论对认知法的形成也产生了巨大影响。心理学家奥苏贝尔则提出了“有意义学习理论”，即认知学习，试图将认知心理学运用到教学领域。认知法的语言学理论基础是乔姆斯基创立的转换生成语法理论，他提出的“语言习得机制”认为人类天生具有学习语言的潜能。18世纪哲学家维柯提出的建构主义学习观为认知法形成提供了教育理论基础。Cognitive a

11、pproach, called cognitive symbolic approach, has been researched by foreign scholars. American psychologist Karuer wrote and published the “Modern Form of Grammar Translation Method” in 1964, in which the cognitive method was put forward the first time. Cognitive psychology is derived from cognitive

12、 psychology, and the representative Piaget founded the epistemology in the early 1960s, found that the language in the cognitive development of children and that children are closely related to innate human ability and objective experience is the result of the interaction between the two. Psychologi

13、st Bruner put forward the “basic structure” and “learner-centered” theory on the formation of cognitive approach. Psychologist Aosubell put forward the “meaningful learning theory”, namely, cognitive learning, trying to apply cognitive psychology to the teaching. Cognitive linguistic theory is based

14、 on Chomskys theory of transformational generative grammar. He proposed “Language acquisition device” that human beings have the potential to learn the language. In the18th century, philosopher Vicos constructivist learning concept for the formation of cognitive theory provides a theoretical basis f

15、or education.国外学者关于英语语法研究主要从17世纪第一批英语语法著作出现，18世纪研究英语语法的书籍大量出现开始，这一阶段的特征是规定性语法，基本上全盘套用拉丁语探讨英语中的问题。19世纪下半叶出现了描写性语法，这一派学者认为语言是变化的，反对照套拉丁语，语法处于不断地发展和完善之中。20世纪中叶出现了美国结构主义语法，这一学派认为他们自己的学说是描写语言，将以前的语法称为传统语法。20世纪50年代后期，美国出现了以乔姆斯基为代表的转换生成语法，生成语法的句法是与语义区分的。20世纪下半叶发展起来的功能语法以语法为中心，涉及语义、语音和形态等。20世纪80年代以来提出了认知语法，

16、是以描述语言的心理真实性为目标，为解释语法再生力、词的引申和修辞语言提供了统一的框架，语言的创造力也被置于人类知识学习、推理、解决问题的能力范围之内。语言学家对语法的认识不断加深，从对词法、句法和语法研究到对语篇语法的研究。 Foreign scholars who researched English grammar mainly started from the first English grammar books appeared in the 17th century. A large number English grammar books of studying English

17、grammar in the 18th century. This stage is characterized by prescriptive grammar, basically the whole application of Latin to explore English problems. In the second half of the nineteenth century, there was a descriptive grammar, in which the scholar thought that the language was changed and the La

18、tin language was opposed, and the grammar was constantly developing and perfecting. In the middle of the twentieth century, the American structuralist grammar appeared. The scholars of this school think that their own doctrine is descriptive language, and the former grammar is called traditional gra

19、mmar. In the late 1950s, the United States developed transformational generative grammar represented by Chomsky, and the syntax of generative grammar was distinguished from semantics. The functional grammar developed in the second half of the 20th century focuses on grammar, involving semantics, pho

20、netics, morphology and so on. Since the 1980s, cognitive grammar has been proposed, which aims at describing the psychological authenticity of language. Word extension and rhetorical language provides a unified framework, and the language of creativity has also been placed in human knowledge learnin

21、g, reasoning, problem-solving ability within the scope of cognition. Linguists have deepened the understanding of the language, from the lexical, syntactic grammar to the study of discourse grammar.2.2.2 国内研究状况 The Status of Domestic Research国内学者关于英语语法的研究主要有许国璋指出语言之有语法，语法之有制约作用，是语言本身所决定的。张正东（2004）年指

22、出语法是对语言中存在的规则性和不规则性所作的概括描述；戴炜栋（2006）年指出语法涵盖的内容较广和语用规律的元语言知识。赵艳芳（2005）年指出对语法的研究历来具有狭义和广义之分。在语法研究的发展过程中，出现过很多种语法理论，各种理论都有其优缺点，所以我们要扬长避短，做到更合理、更有效的进行教学。The study of English grammar by Chinese scholars mainly includes that Xu Guozhang points out that grammar is restricted by language and that grammar is

23、 determined by language itself. Zhang Zhengdong pointed out that grammar is a general description of rules and irregularities existing in language in 2004. Dai Weidong pointed out that grammar covers a wide range of content and meta-language knowledge of pragmatic laws in 2006. Zhao Yanfang pointed

24、out that the study of grammar has always been narrow and broad sense in 2005. In the development of grammar research, there have been a lot of theories of grammar, which have their advantages and disadvantages, so we should avoid weaknesses to make a more reasonable and more effective teaching metho

25、d. 本研究的问题、理论、方法和视角：The Research Questions, Theories, Methods and Perspectives:问题：1）认知法语法教学是否比传统的语法教学方法更有效？2）认知法教授语法是否能提高学生学习英语的兴趣和英语听说读写综合能力？Question: 1) Is cognitive grammar teaching more effective than traditional grammar teaching methods? 2) Does cognitive grammar teaching improve students intere

26、st in learning English and their ability to read, write, write, and write?理论：认知心理学理论Theory: Cognitive psychology theory方法：定性分析，文献法Methods: Qualitative analysis, related data and literature analysis视角：认知心理学Perspective: Cognitive psychology本研究的主要观点和重难点：The Main Points of This Study and The Difficultie

27、s:主要观点：对于高中生来说，语法在英语学习过程中是重要的，也是非常必要的，同时又是最难掌握的。本文以皮亚杰的认知心理学为基础，论述认知法的定义、基本原则和认知法在高中英语语法教学过程中的有效性。Main Point: Grammar is very important and necessary in the English learning process to senior middle school students, but it is also difficult to master. On the basis of Piagets cognitive psychology, th

28、is paper discusses the definition, basic principles of cognitive method and the validity of cognitive method in English grammar teaching in senior middle school.重难点：重点是运用认知法教学理论来教授高中生语法知识，从而有效的培养和提高学生学习英语的兴趣和英语听说读写综合能力。The key point is to use the theory of cognitive teaching to teach the grammar kno

29、wledge of senior middle school students, so as to cultivate and improve students interest in learning English and the integrated ability of listening, speaking, reading and writing. 难点是不知道怎样教才能避免使语法陷入刻板的教学模式，怎样正确运用认知法在高中英语语法教学过程中。 The difficulty is that I dont know how to teach the grammar to avoid

30、a rigid teaching model and how to correctly use the cognitive method in English grammar teaching process in senior middle school.Detailed Outline:1. Introduction1.1 Background of the Study1.2 Significance of the Study2. Literature Review2.1 Oversea Study2.2 Domestic Study3. Cognitive Theory and Cogn

31、itive Approach 3.1 Cognitive Psychology3.2 The Principle of Cognitive Approach3.3 The Teaching process of Cognitive Approach4. English Grammar and English Grammar Teaching4.1The Definition of Grammar4.2 The Importance of Grammar Teaching4.3 The Principles of the English Grammar Teaching5. Using the

32、Cognitive Approach in English Grammar Teaching: An Example in A Class5.1 Using the Cognitive Approach to Learn the Present Perfect Tense 5.2 Make A Practice 6.Conclusion 写作进程 (Schedule):2016年9月28日 与指导老师联系/见面/沟通，讨论论文方向和选题 2016年10月 做读书笔记 完成开题报告2016年10月31日 填写开题报告的所有内容，并提交论文开题报告2016年11月1日-12月31日指导学生完成实验

33、、调查和论文正文写作2016年1月3日 提交论文正文初稿给指导教师，毕业论文中期检查2017年2月10日 提供初稿反馈意见2017年3月7日 提供修改稿12017年3月21日 提供修改稿1反馈意见2017年3月28日 提供修改稿22017年4月4日 指导学生做好参考书目2017年4月11日 提供修改稿3，按要求做好参考书目2017年4月17日 指导学生做好论文正文前的材料（封面、序言、目录） 2017年4月24日 提供修改稿4，按要求做好正文前材料2017年4月29日 提交定稿2017年5月6日 毕业论文答辩参考书目(References):1 ANTHONY & G. DAVID. An i

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