The Research On The Positive Influence Of English Syntactic Learning On Archaic Chinese Syntactic Learning At Junior High School

Nowadays,there exist some problems and controversies in the teaching of both English grammar and Chinese grammar at junior high school.On the one hand,it is necessary for students to learn some grammatical knowledge of English and Chinese;on the other hand,in teaching practice,English teachers are not familiar with students' Chinese learning,and vice versa.Therefore,some teaching activities in English class and Chinese class are overlapping and inefficient.This thesis is based on the theories of TG grammar,general knowledge,meta-cognition and language transfer.The author is devoted to do the research on the positive influence of English syntactic learning on archaic Chinese syntactic learning at junior high school.The author invites junior high school students as the experimental subjects and uses the postposition of prepositional phrases as the experimental material.Besides the classroom teaching in Grade Six and Grade Nine,students are required to attend pre-,mid-and post-tests on archaic Chinese syntax as well as a test on English syntax.The result shows that English syntactic learning doesn't have positive influence on students' learning of archaic Chinese syntax.The author then discusses possible reasons why his hypothesis is not tenable from the perspectives of the accessibility of TG grammar,general knowledge,meta-cognition and language transfer.The thesis consists of five parts.Part one is an introduction to the background,the description of the question and the value of the research.Part two is the literature review and the theoretical background.The author reviews the literature on the research of English and archaic Chinese prepositions;then he explains the theoretical background from the perspectives of Chomsky's TG grammar,general knowledge,meta-cognition and language transfer.Part three is the experiment.The author introduces the aim,the hypothesis,the subject,the materials,the design and data analysis of the experiment.Part four is the analysis of the experiment.One of the perspectives is a comparison between the performance of the experimental class and the control class in the syntactic tests of English and archaic Chinese;the other perspective is a comparison among the pre-,mid-and post-tests on archaic Chinese syntax.Part five is the conclusion and suggestion.The author concludes the experiment and reflects on the possible reasons why the experiment proves that the hypothesis is invalid.