| The passive voice is not only an essential grammar item in English,but also of the main research contents in the filed of linguistics.Many linguists at home and abroad have made studies on English passive voice from different perspectives,including traditional approach,structural approach,transformational-generative grammar,systemic-functional grammar and cognitive approach.At present,dozens of studies on the passive voice mainly focus on the comparison between English and Chinese languages,error analysis,corpus analysis and other aspects,but there are no profound research under the framework of the Event-domain Cognitive Model.Similarly,the research about the teaching of English passive voice has received surprisingly little attention.The traditional grammar teaching in senior high school usually pays much attention on the syntactic transformation,ignoring the semantic distinctions between the active and passive voice.It is complicated and difficult for students to memorize the grammar rules,they are also unable to understand the semantic features of passive voice.Therefore,the choose and proper use of English passive voice is still a difficult point for high school students.For the purpose of solving this problem,this thesis integrates two theories to bridge each others’ drawbacks and establishes a new theoretical framework to explain the cognitive mechanism of English passive voice.As a consequence,Event-domain Cognitive Reference Point Model(ECRP)is established on the basis of the Event-domain Cognitive Model(ECM)and Cognitive Reference Point(CRP).ECRP model is closely related to interactive embodiment with reality and cognitive processing,the English passive voice teaching under the guidance of ECRP model places emphasis on the the cultivation of students’ cognitive ability and improve their learning interest and motivation.The thesis aims to study whether the teaching method based on ECRP model can help students better learn English passive voice and achieve higher test scores.This study is quantitative and qualitative oriented.The thesis conducts afive-week teaching experiment about English passive voice in two classes.The research subjects are Class 4(experimental class)and Class 6(control class)of Chongqing Fudan Secondary School,who are taught with the teaching method based on ECRP model and the traditional grammar teaching method respectively.In order to verify whether the teaching method based on ECRP model can improve students’ achievement and interest in learning English passive voice.The pre-test and post-test are conducted in both two class,then the data is analyzed and compared by SPSS 22.0.It is intended to answer the following two research questions:(1)Does the employment of the teaching method based on ECRP model have a significant impact on students’ acquisition of English passive voice? If so,what are the effects?(2)Will the the teaching method based on ECRP model help students enhance their interest in learning English passive voice?Based on data analysis and discussion,there are several major findings in this empirical study:Firstly,after five weeks of teaching practice,the teaching method based on ECRP model has a significant impact on students’ acquisition of English passive voice.It mainly manifests that students reduce grammatical errors and improve academic achievements effectively.Secondly,the questionnaire demonstrates that most of students have a positive attitude towards the teaching method based on ECRP model.The teaching method based on ECRP model can enhance students’ interest in learning English passive voice.The study has both theoretical and practical contributions.Theoretically,ECRP model provides further support for explaining the cognitive mechanism of English passive voice.Practically,the teaching method based on ECRP model improves students’ learning interest and academic achievement. |
