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An Empirical Study On Teaching Of English Ditransitive Construction In Senior High Schools

Posted on:2014-11-10Degree:MasterType:Thesis
Country:ChinaCandidate:W F YiFull Text:PDF
GTID:2267330425955357Subject:Subject teaching
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English ditransitive construction is a common construction in English grammar,which has been universally studied by scholars at home and abroad. By reviewingstudies which have been conducted on English ditransitive construction, grounded onCG, this study aims at exploring Chinese senior high school EFL learners’ use ofEnglish ditransitive construction. Teaching of English ditransitive construction insenior high schools under the guidance of CG is different from traditional grammarteaching, it pays much attention to a pairing of form and meaning/function and alsostresses the viewpoint of constructional acquisition based on generalization.To make a micro study of Chinese senior high school EFL learners’ acquisitionof English ditransitive construction, two research questions will be tentativelyanswered:(1) Will Chinese senior high school EFL learners prefer to choose ditransitiveconstruction or dative construction when sentences of similar giving meaning areexpressed?(2) Can English ditransitive construction teaching under the guidance of CG helpChinese senior high school EFL learners better understand and express sentences ofgiving meaning?In order to address the above two questions, two tests were designed andconducted. The pre-test mainly consists of fifteen Chinese sentences and each of themis followed by two English ones respectively, subjects were asked to choose A or B tomatch these Chinese sentences. The post-test includes ten Chinese sentences and tenEnglish ones, subjects were asked to translate them into English and Chineseaccordingly.The research results of pre-test show that Chinese senior high school EFLlearners incline to use dative construction to express sentences of giving meaning,which reflects that Chinese senior high school EFL learners’ acquisition of dativeconstruction is better than that of ditransitive construction. Besides, a teachingexperiment was carried out in this study, the results of post-test show that English ditransitive construction teaching under the guidance of CG can help Chinese seniorhigh school EFL learners better understand and express sentences of givingmeaning.Meanwhile, the empirical study results have some theoretical significance onEnglish teaching and learning. Firstly, in actual teaching process, teachers shouldweaken the usage of traditional way of distinguishing and teaching different structures.What they should do is to stress the grasp of the overall meaning of sentences.Besides, in actual teaching course, different levels of language learners should beconsidered. Then proper teaching strategies could be made. In addition, byrecognizing the existence of meaningful construction, learners can avoid the claimthat the syntax and semantics is projected merely from the specifications of mainverbs and other components. They can also avoid positing the implausible sense toaccount for difficult sentences.However, the present research is just a tentative study on the usage of ditransitiveconstruction by Chinese senior high school EFL learners and it is hoped that thesemajor findings will have some implications on the teaching and learning of Englishditransitive construction.
Keywords/Search Tags:CG, English ditransitive construction, Chinese senior high school EFLlearners
PDF Full Text Request
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