Research On The Application Of Concept-based Approach To The Teaching Of English Tense And Aspect In Senior High School

At present,there are still some problems in the process of English tense and aspect teaching in senior high school,mainly reflecting that most teachers fail to get rid of the form-focus grammar teaching belief,and cannot give scientific explanation to the concepts of English tense and aspect.The explanations to its usage are unreasonable,either.Such teaching method emphasizes rules,but discounts concept;values instruction but ignores cognition ability,which makes students to learn the rules and exceptions by rote and lose their interest of learning English tense and aspect gradually.The teaching effect of English tense and aspect is not so good.For dealing with these problems,this thesis,under the guidance of Cognitive grammar and Embodied philosophy theory,applies Concept-based approach to the teaching of English tense and aspect in senior high school,and elaborates the specific application process from the three traits of Concept-based Approach of English tense and aspect teaching in senior high school: the multi-dimension trait of the construal of English tense and aspect concepts,the alternative trait of the dominant role between teacher and students and the embodied trait of the teaching design and implementation.The prominent difference between cognitive grammar and traditional grammar is the former focuses on meaning rather than form,emphasizing cognition and embodiment.Concept-based approach adheres to the core views of cognitive grammar,believing in embodied philosophy,advocating the view of intermediaries,taking the concept as the starting point and scientifically explaining the essence of grammar and related concepts,which divides the teaching process into five steps: explanation,materialization,communicative activity,verbalization and internalization.On this basis,in this research,two classes of first grade in Luoshan County senior high school are selected as experimental participants for 5 months' comparative teaching experiment.The two classes are parallel classes,and are designed as control class and experimental class respectively.The control class adopts the traditional grammar teaching method which lays stress on rules teaching and grammar drills practicing.Theexperimental class adopts concept-based approach which lays emphasis on explanation of scientific concept and the improvement of thinking ability.Methods of interviews,questionnaire,testing,and data analysis for qualitative and quantitative analysis are adopted in this research.This research,in the process of teaching,finds that the Concept-based approach to some extent improves the effect of English tense and aspect teaching as well as better motivates the students' cognitive thinking activities.The data analysis results also demonstrate that Concept-based approach has a better teaching effect than that of the previous teaching methods.