A Study Of Teaching Strategy About Subjunctive Mood Based On The Conceptual Integration Theory

Since modern Chinese compared with English need not change the form of verb when expressing the subjunctive mood,subjunctive mood in English has always been a difficult grammatical content to be educated from primary schools to senior ones.Based on the theory of conceptual integration,thirty students from Grade 1,Class 4 at the Yichun High School at Jiangxi Province were selected to explore the subsistent situation and extant issues during the process of teaching subjunctive mood in the domestic high school through questionnaire.The research attempts to find out whether combining the conceptual integration theory and teaching strategies is helpful to enhance the frequency and accuracy of the use of subjunctive mood through pre-and post-experiment,interview and survey after sorting out the relative theories by literature research method.Three questions are urged to be discussed and investigated:(1)What is the current condition and response of English subjunctive teaching strategies in high school?(2)After implementing the teaching strategies based on the conceptual integration theory in the teaching process,will students’ understanding of subjunctive sentences in reading improve?(3)Will students’ use of subjunctive mood in writing be more accurate? It can be concluded that the majority of high-schoolers embrace a hopeful and supportive attitude to the new teaching strategies,and have new conceptual understanding and learning interest in subjunctive mood.The conclusion is summed up that the implementation of the teaching strategies by the instruction of the conceptual integration theory performs effectively to promote the comprehension of subjunctive sentences in reading and the accuracy of using subjunctive sentences in writing.