A Study On English Modal Verbs Teaching In Senior High School From The Perspective Of Force Dynamics Theory

Due to the subjectivity and complexity,the meanings of English modal verbs will change with the context accordingly.So,difficulty in distinguishing the meaning and using context of English modal verbs certainly traps both native speakers and foreign language learners.For a long time,people have conducted theoretical analysis on the meanings of English modal verbs from the perspectives of discourse,translation,or English-Chinese comparative studies,and the research results are fruitful.However,few scholars and teachers pay their attentions to the meaning of English modal verbs in researches.For non-native English learners,the ambiguity of English modal verbs leads to many difficulties in their understanding,such as tense,meaning and politeness.It can be found that in traditional teaching,teachers basically adopt the method of listing grammar rules to explain meanings and usage situation of English modal verbs in isolation,and require learners to memorize their meanings mechanically,which leads to their surface understanding of modal verbs rather than deep understanding with the cognition.It directly leads to problems such as insufficient grasp of meanings,improper understanding and avoidance of using them.Unlike traditional grammar teaching,the force dynamic theory proposed by Leonard Talmy provides a new perspective for the teaching of English modal verbs.The meaning of modal verbs can be explained by the interact process of force,and constructing a corresponding cognitive schema of force does help learners to have a better understanding of them,which is in order to supplement some of the deficiencies under the traditional teaching method about English modal verbs instruction.Therefore,this thesis is based on the force dynamic theory proposed by Talmy and Sweeter’s analysis of modality,reviewing domestic and foreign literature and studies,combining with tests,questionnaire surveys,interview and other methods to analyze the feasibility and practicability of force dynamics theory in the teaching of English modal verbs.Hence,the following two research questions are proposed.Question One: Is the English modal verbs teaching under the guidance of force dynamic theory in senior high school more effective than traditional grammar teaching? If so,what is the effect?Question Two: In what ways can the English modal verbs learning under the guidance of force dynamics theory help learners?In order to check the teaching efficiency of English modal verbs with the guidance of force dynamic theory,101 students from two classes of grade one from a high school in Chongqing are chosen as research subjects.In this study,the two classes are divided into two groups,A and B.Group A is control class and uses traditional teaching methods to teach English modal verbs while Group B is experimental class and uses cognitive methods based on force dynamics theory to instruct English modal verbs.The teaching period is divided into five weeks and one pre-test,one post-test,one questionnaire survey will be conducted.After that,twenty students will be selected from each class for interview.A preliminary evaluation of the teaching effectiveness of the two classes will be conducted through questionnaire,interview records,statistics analysis of test scores.The study finds that the FD-based instruction is significantly helpful for learners to understand and use English modal verbs from the cognitive level;English modal verbs teaching based on force dynamic theory is helpful to stimulate learners’ interest and motivation.Therefore,it is considered that in the teaching process of English modal verbs,teachers should construct cognitive patterns between different diagrams and English modal verbs from the perspective of dynamic force,and lead students to perceive the relationship between modality and force,which can effectively help learners understand and master modal verbs and improve teaching efficiency.