An Experimental Study On Teaching Of English Modal Verbs In Senior High School Based On Force Dynamics Schema Theory

The learning of English modal verbs(EMVs)occupies an important position in the process of second language acquisition,and the correct use of EMVs is one of the indexes to measure the success of second language learning(Wen,2010).In traditional grammar teaching method,teachers basically list the meanings of EMVs and interpret them in isolation and require students to memorize the meanings by rote.Because of that,students can't grasp the meanings of EMVs systematically.Different from the traditional grammar teaching method,the appearance of Force Dynamics Schema(FDS)theory provides a new perspective for the teaching of EMVs.The meaning expressed by the EMVs can be interpreted by the physical process in the real world and connections of its multiple meanings can be established.Nevertheless,the experimental research on EMVs in China is relatively inadequate.In view of this,this thesis studied the teaching effects of EMVs based on FDS theory,aiming to test its feasibility and practicability in teaching of EMVs.The research questions are presented as follows:Question One: Is FDS-based instruction more effective than traditional teaching method on students' acquisition of English modal verbs?Question Two: Can FDS-based instruction stimulate students' interest in learning EMVs?Based on FDS theory and Metaphorical Extension(ME)theory,the author randomly selected 106 students from two parallel classes as experimental subjects.FDS-based instruction was used in experimental class,and traditional teaching method was used in control class.The two classes were given a four-week teaching process of EMVs respectively.Post-test was conducted at the first week after the teaching period.By analyzing the result of pre-test and post-test,the author compared the teaching effects of EMVs between the two classes.After post-test,30 students were randomly selected from experimental class respectively for interview to get their attitudes toward teacher's teaching method.Through the qualitative and quantitative analysis of relevant data collected from the research,the author initiallyevaluated the effectiveness of FDS-based instruction of EMVs.The experimental result shows that the participants' mastery of EMVs is very poor,and the meaning of EMVs should be taken as the focus of English teaching in the future.The major findings of this research are as follows: 1)FDS-based instruction is more effective than traditional teaching method on students' acquisition of English modal verbs.2)FDS-based instruction can stimulate students' interest in learning EMVs.Based on this,the author proposes the following pedagogical implication.The FDS theory has directive significance to the teaching of EMVs in senior high school.Teachers should make appropriate use of FDS-based instruction and start from the physical experience formed by the interaction between human and objective world to help English learners master the meanings of EMVs,which can improve teaching efficiency.