ABSTRACT
The paper firstly introduces the fundamental assumptions of cognitive linguistics (CL) in general, and three major characteristics of cognitive grammar in particular. Then it probes into reasons for inefficiency or failure of grammar teaching, i.e., laying too much emphasis on either explicit instruction or implicit instruction while neglecting their relationship. The paper thus provides CL’s insights for grammar teaching: Grammar teaching is completely necessary in second language teaching; Form and meaning should be balanced in grammar teaching; Decisive role of language users should be considered during the process of language learning; Communicative approach should be integrated into grammar teaching; Learners should develop both a rich repertoire of expressions and a rule-based competence. Besides, it introduces several teaching models proposed by foreign researchers under the guidance of cognitive theory-models characterized by the combination of grammar teaching and communicative approach and points out that grammar teaching from the CL perspective may offer new ways and solutions to the puzzling problems of low competence with high scores.
Key words: cognitive linguistics; grammar teaching; foreign language learning
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-2
Chapter Three COGNITIVE LINGUISTICS AND COGNITIVE GRAMMAR-5
3.1 Language Views of Cognitive Linguistics-5
3.2 Basic Features of Cognitive Grammar-6
Chapter Four REASONS FOR INEFFICIENCY OR FAILURE OF GRAMMAR TEACHING-7
4.1 Disadvantage of Grammar-Translation Method and Communicative Approach-7
4.2 Teachers’ Role in Grammar Teaching-9
Chapter Five INSIGHTS FROM COGNITIVE LINGUISTICS ON GRAMMAR TEACHING-11
5.1 Role and Significance of Grammar Teaching-11
5.2 Basic Principle in Grammar Teaching-12
5.3 Basic Approach to Grammar Teaching-13
5.4 Main Content of Grammar Teaching-15
Chapter Six CONCLUSION-16
REFERENCES-17
