An Empirical Study Of English Ditransitive Construction Teaching

English ditransitive construction is a common structure in human language.Many linguists,from differernt perspectives,have conducted deep and thorough researches and,undoubtedly,they have obtained enormous achievements.However,most of the studies on English ditransitive construction are theoretic and they seldom touch the field of pedagogical practice.This thesis,based on the Cognitive Construction Grammar,reports a teaching empirical study on English ditransitive construction with the research question: Is the cognitive approach under the guidance of the Cognitive Construction Grammar better than traditional teaching approach in teaching English ditransitive construction? The participants of this study are sophomores who major in English,from a comprehensive university in Sichuan Province.Two classes are respectively named as experiment group and controlled group.The whole experiment consists of pre-test,classroom teaching,immediately post-test and delayed pro-test.The experiment finds out that: in mastering English ditransitive construction,the cognitive approach under the guidance of the Cognitive Construction Grammar is much more effective than that of traditional approach.Therefore,this empirical study enlightens us that in language teaching teachers should focus on explaining the hidden cognitive mechanism behind human language,combining human experience with language structure in use.It indicates that teachers are supposed to equip themselves with cognitive linguistic theories and make the best of related theories in class to help students improve their language competences and their learning efficiency.