认知法在高中英语语法教学中的应用研究 25页

本科生毕业论文年份2017学院外国语学院专业英语年级2013级题目认知法在高中英语语法教学中的应用研究姓名周洪艳学号201308401315指导教师李雪梅　教务处制 ASTUDYOFCOGNITIVEAPPROACHAPPLIEDINTEACHINGENGLISHGRAMMARINSENIORMIDDLESCHOOLATHESISSUBMITTEDTOTHESCHOOLOFFOREIGNLANGUAGES(ENGLISHMAJOR)YUNNANMINZUUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSBYZHOUHONGYANCLASSOF2017STUDENTCODE:201308401315SUPERVISEDBYLIXUEMEIAPRIL28,2017 云南民族大学毕业论文(设计)原创性声明本人郑重声明：所呈交的毕业论文(设计)，是本人在指导教师的指导下进行研究工作所取得的成果。除论文中已经注明引用的内容外，本论文没有抄袭、剽窃他人已经发表的研究成果。本声明的法律结果由本人承担。毕业论文(设计)作者签名：日期：年月日……………………………………………………………………………关于毕业论文(设计)使用授权的说明本人完全了解云南民族大学有关保留、使用毕业论文(设计)的规定，即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文(设计)的全部或部分内容，可以采用影印或其他复制手段保存论文(设计)。（保密论文在解密后应遵守）指导教师签名：论文(设计)作者签名：日期：年月日ii AcknowledgmentsThroughexperiencingenormoushardshipsandwiththehelpfrommanykindpeopletofinishmythesis,itistimetoexpressmyheartfeltandsincerethankstothem.Firstandforemost,Iwouldexpressmydeepestgratitudetomysupervisor,ProfessorLiXuemei,whogivememanysuggestionsandguidemetofinishmythesiswriting.What"smore,mysupervisoramendsmythesispatientlyandgivesmemanysuggestions.Withoutherguidanceineverystageofthewriting,itisimpossibletofinishmythesis.IalsowanttothankmyEnglishteacherLiQiang,whosupportsmeandoffersmemuchimportantinformationthroughmythesiswriting.ThenIwouldexpressmythankstootherteachersandmyclassmateswhohelpmewithmywriting.Theyhelpmetocollectmaterialsandgivemeadvice.Sometimeswediscusstogethertofindthenewviewpoint.Finally,Iwillgivemysincerethankstomyparents.Theygivemetheirfullsupportandencouragement.TheycomfortmewhenIamconfusedandperplexed,whichisimportanttofulfillmythesis.ii AbstractEnglishasamajorforeignlanguageistakenasabasiccourseofallkindsofschoolsinChina.ChinesestudentsusuallystarttolearnEnglishfromprimaryschools.Butduetotheelementarystudents’learningcharacteristics,mostprimaryschoolsinChinamarginalizeEnglishgrammarteaching,stressinglisteningandspeaking.Especially,theseniormiddleschoolEnglishteachingismostanddirectlyaffected.ChinesestudentslearnEnglishwithoutEnglish-speakingenvironment.Itisverynecessarytoimprovethestudents’comprehensiveabilityofusingEnglish,grammarteachingmustbeputtheimportantposition.Now,themoreimportantthingistofindoutbettergrammarteachingapproachestoteachintheseniormiddleschool.Itisverycriticaltodevelopstudents’abilityoflanguagelearning.Sogrammarknowledgecannotberejected.Itisknownthattakingsomeeffectiveandmeaningfulteachingapproachescanmakestudentsmastergoodgrammarknowledge.ThisthesisisstudyabouttheeffectivenessofcognitiveapproachinteachingEnglishgrammarinSeniorMiddleSchool.OnthebasisofPiaget"scognitivepsychology,thisthesiswilldiscussestheconcept,theoreticalbasisandbasicprinciplesofcognitivemethodandthevalidityofcognitivemethodinseniorhighschoolEnglishgrammarteaching.Changingthetraditionalgrammarteachingmethods,usingcognitivemethodstoteachEnglishgrammarknowledgetomakestudentsinterestinlearningEnglish,cultivatingtheirabilitytolearnEnglishbythemselves.Keywords:Englishgrammarteaching;cognitiveapproach;Piaget’scognitivepsychologyv 摘要在中国，英语通常作为一门主要的外语学科，是各级各类学校的基础课程。中国学生从小学就学英语，而由于小学生的学习特征，小学英语教学一般淡化语法教学，重视听说训练。英语在中国是一门外语，而不是作为第二语言，中国学生在没有英语语言环境下学习英语，学习英语语法是很有必要的。目前最重要的就是要找到一些行之有效的语法教学方法。它是培养学生语言学习能力的关键，所以语法知识不能被拒绝。采用一些有效的和有意义的教学方法可以使学生掌握良好的语法知识。本论文研究认知方法在高中的英语语法教学中的有效性。在Piaget认知心理学的基础上，将讨论高中英语语法教学中认知方法的概念，理论基础和基本原理以及认知方法的有效性。改变传统语法教学方法，运用认知方法教授英语语法知识，使学生对学习英语感兴趣，培养他们自主学习英语的能力，促进学生掌握和使用基本语法知识，从而提高整体运用语法能力，最后从而提高英语成绩。关键词：英语语法教学；认知法；皮亚杰认知心理学v Contents云南民族大学毕业论文（设计）原创性声明iAcknowledgmentsiiAbstractiii摘要iv1.Introduction11.1BackgroundoftheStudy11.2SignificanceoftheStudy22.LiteratureReview42.1OverseasStudy42.2DomesticStudy53.CognitiveTheoryandCognitiveApproach63.1CognitivePsychology63.2ThePrincipleofCognitiveApproach83.3TheTeachingProcessofCognitiveApproach94.EnglishGrammarandEnglishGrammarTeaching104.1TheDefinitionofGrammar104.2TheImportanceofGrammarTeaching104.3ThePrinciplesoftheEnglishGrammarTeaching115.UsingtheCognitiveApproachinEnglishGrammarTeaching:anExampleinaClass145.1UsingtheCognitiveApproachtoLearnthePresentPerfectTense145.2MakeaPractice156.Conclusion17References18v 1.IntroductionGrammarisveryimportantinEnglishteachingandlearning.Thischapterwillstudyitfromitsbackgroundandsignificance.ThisthesisseekstoexploreapplicationofcognitiveapproachinEnglishgrammarteachinginseniormiddleschools.1.1BackgroundoftheStudyGrammarplaysanimportantroleinEnglishteachingandlearning.EnglishisaforeignlanguageinChina,soitisnotrealisticforlearnerstomasterEnglishquicklywithoutlearninganygrammarknowledge.ThemoreimportantthingnowinEnglishclassinChinaistofindoutpropergrammarteachingapproaches.Nowadays,manyforeignlanguageteachersagreethateffectivegrammarteachingcanmakelanguagelearningmoreeasilyandusefully.ChinesestudentslearnEnglishinanoEnglish-speakingenvironment.InEnglishclasses,teachersoftenignorethesyntacticstructureinthetextbook,givingmorefocusonrecitationofthewords,dialoguesandexplanationofthetext.Especially,someteachersteachgrammarbyexplainingthesyntaxrulesseparately,thengivingstudentssomeexamplesandexercises.Inthisway,learninggrammarrulesandmemorizingtheirfeatureisuninterestingandineffective.Studentsdonotlikelearninggrammarinthiswayandforgetiteasily.Inrecentyears,thereareafewEnglishapproachesbeingusedinChina.Forexample,theaudio-lingualapproachandcommunicativeapproach,theyarewidelyusedinChina,soEnglishlisteningandspeakinghavebeenputcriticalpositionandgrammarhasbeenweakenedinprimaryandmiddleschools.Mostoftheseniormiddlestudentsknowregularvocabulary,butsomestudentsdon’tknowaboutthebasicpartofspeechorsimplesentencestructures,suchas,theymaysay“Ilikeshe”,“IdonotlikewatchTV”.Theydon’tknowtheirdistinctions.Moststudentsdon’tknowhowtousewhattheyhavelearnedinnewenvironment.Learninggrammarisnotthefinalpurpose,butitisanindispensableparttomasteraforeignlanguage.Masteringgoodgrammarknowledge,studentscanimprovetheircomprehensiveabilitytouseEnglishandmakeamultipliereffectin18 Englishgrammar.But,howtoteachgrammareffectivelyisnotaneasytask.Moststudentsthinkgrammarclassesareboringandunimportant.HowtomakethestudentsinterestinlearningEnglishgrammarandmaketheygetagoodgrammarknowledge?ThisthesisseekstoexploreapplicationofcognitiveapproachinEnglishgrammarteachinginseniormiddleschools.Thecognitiveapproachtakestransformationalgrammar,linguisticsandcognitivepsychologyasitstheoreticalbasis.Itisanapproachtoforeignlanguageteachingwhichisbasedonthebeliefthatthatlanguagelearningmustinvolvethelearners’activementalprocess.Itemphasizeslanguagelearners’initiative,particularlyinthelearningofgrammarrules.Consciouslyteachingandlearningpronunciation,vocabularyandgrammarrulesletthestudentsunderstandandmasterthelanguagerules.Seniormiddleschoolstudentsliketolearnnewknowledgeandhaveastrongdesiretomasterit.TakingcognitiveteachingapproachtoteachEnglishgrammarinclassescanmakethemmorepositivetotakepartinthelearningactivitiesandexperiencethejoyofdiscoveringknowledgebythemselves.1.2SignificanceoftheStudyInrecentyears,Englishhasbecomemoreandmoreimportant.EnglishasamajorinternationallanguageistakenasabasiccourseofallkindsofschoolsinChina.Becausethecurriculumreformhasputbeenforwardinourcountry,newteachingmodesandthereformontraditionalgrammarteachingarebeingputintoeffect.Inthissituation,teachersshouldupdateteachingideasaboutnewstandardongrammarteachingreformandimprovethestudents’listening,speaking,readingandwritingskills,andhelpstudentsuseEnglishwell.Fromthepointofcommunicativetheoryandlanguagelearningfocusesonmeaning.Ifwejustemphasizeonalargeamountoflanguageinputandignoretheconsciouslylanguageinput,analysisandprocessingoflanguagerulesintheprocessoflanguageacquisitionarerational,thusitmaymakeforeignlanguagelearnersfeelconfused.Theywouldnotknowhowtolearnaforeignlanguagewiththeabsenceofacertainlanguagelearningenvironmentandwithoutgrammarrules.So,howtoteachgrammareffectivelyisanurgentandhotissuenow.NoamChomskyputsforward“TransformationalGrammar”theoryandthe18 cognitivepsychologist,JeanPiagetproposes“geneticepistemology”.Theybelievethatpeoplewerebornwithlanguagetalentandlanguagelearningisamentalprocess.Thecognitiveapproachofforeignlanguageteachingfocusesonsentencestructureofthelanguage.Amongjournalsorthesispublishedinrecentyears,mostofthepreviousstudieswereabouttask-basedforeignlanguagegrammarteaching.Therearefewstudiesaboutapplicationofcognitiveapproachonforeignlanguagegrammarteaching.Indomesticstudies,CognitiveEnglishGrammarTeachingisaboutapplicationofcognitiveapproachonEnglishGrammarteachingforcollegeEnglishmajorstudents.Therearefewerempiricalstudiesonthisissueinseniormiddleschoolsparticularly.Soitisnecessarytodothecurrentexperimentalstudiesinthisfield.ThestudywillhelpEnglishteachersfindabetterwaytoteachEnglishgrammarandimprovethestudents’comprehensiveabilityinseniormiddleschool.ItwillalsoguidethestudentstolearnEnglishbetter.Itwillmaketheteachersandstudentsknowtheimportanceofapplyingcognitivetheoriesinteachingandlearningaforeignlanguage.18 2.LiteratureReviewCognitiveapproachhasbeenstudybymanyscholars.Grammaralsohasbeenstudy.Inthedevelopmentofgrammarresearch,weshouldfindamoreusefulandmoreeffectiveteachingmethod.2.1OverseasStudyCognitiveapproachhasbeenstudybymanyforeignscholars.AmericanpsychologistBaruerwroteandpublishedtheOnKnowingin1964,whichisthefirsttimetoputforwardthecognitivemethod.Cognitivemethodsoriginatefromcognitivepsychology,andtheirrepresentativePiagetcreatedepistemologyintheearly1960s,andstudiedthelanguageofchildren’scognitivedevelopment,andfoundtheinnateabilityofchildrenwiththeirobjective.Theexperienceiscloselyrelatedandistheresultoftheinteractionbetweenthetwo.PsychologistBrunerputforwardthe“basicstructure”and“learner-centered”theoryontheformationofcognitivelawalsohadahugeimpact.PsychologistAusubel(1963)putforwardthe“meaningfullearningtheory”,namely,cognitivelearning,tryingtoapplycognitivepsychologytotheteachingfield.CognitivelinguistictheoryisderivedfromChomsky’stheoryoftransformationalgenerativegrammar.Heproposed“Languageacquisitionmechanism”thatishumanbeingshavethepotentialtolearnthelanguage.Inthe18thcentury,psychologistVygotsky’sconstructivistlearningconceptfortheformationofcognitivetheoryprovidesatheoreticalbasisforeducation.ForeignscholarsstudiedEnglishgrammarmainlyfromthefirstEnglishgrammarbook.AlargeofnumberEnglishgrammarbooksofstudyingEnglishgrammarappearedinthe18thcentury,thisstageischaracterizedbyprescriptivegrammar,basicallythewholeapplicationofLatintoexploreEnglishproblems.Inthesecondhalfofthenineteenthcentury,therewasadescriptivegrammar,inwhichthescholarthoughtthatthelanguagewaschangedandtheLatinlanguagewasopposed,andthegrammarwasconstantlydevelopingandperfecting.Inthemiddleofthetwentiethcentury,theAmericanstructuralistgrammarappeared.Thescholarsofthisschoolthinkthattheirowndoctrineisdescriptivelanguage,andtheformergrammar18 iscalledtraditionalgrammar.Inthelate1950s,theUnitedStatesdevelopedtransformationalgenerativegrammarrepresentedbyChomsky,andthesyntaxofgenerativegrammarwasdistinguishedfromsemantics.Thefunctionalgrammardevelopedinthesecondhalfofthe20thcenturyfocusesongrammar,involvingsemantics,phonetics,morphologyandsoon.Sincethe1980s,cognitivegrammarhasbeenproposed,whichaimsatdescribingthepsychologicalauthenticityoflanguage:wordextensionandrhetoriclanguageprovidesaunifiedframework.Linguistshavedeepenedtheunderstandingofgrammar,includingthelexical,syntacticgrammar,thestudyofdiscoursegrammar,andthehumancognitiveperspectivegrammar.2.2.DomesticStudyThestudyofEnglishgrammarbyChinesescholarsmainlyincludesXuGuozhang.Hepointsoutthatgrammarisrestrictedbylanguageandthatgrammarisdeterminedbylanguageitself.ZhangZhengdong(2004)pointedoutthatgrammarisageneraldescriptionofrulesandirregularitiesexistinginlanguage.DaiWeidong(2006)pointedoutthatgrammarcoversawiderangeofcontentandmeta-languageknowledgeofpragmaticlaws.ZhaoYanfang(2005)pointedoutthatthestudyofgrammarhasalwaysbeennarrowandbroadsense.Inthedevelopmentofgrammarresearch,therehavebeenmanygrammartheories,buteverytheoryhasitsadvantagesanddisadvantages,soweshouldavoidweaknessestofindamoreusefulandmoreeffectiveteachingmethod.18 3.CognitiveTheoryandCognitiveApproachCognitivepsychologyisthepsychologicalscienceofthinkingabouttheprocessofthinking.Itcoversawiderangeofresearchareas,includingmemory,attention,perception,knowledge,creativityandproblemsolving.TeachercanusePiaget’sconceptofassimilationandaccommodationtohelpstudentslearngrammar.3.1CognitivePsychologyIn1960s,theachievementsmadeinpsychologyandcognitivescienceshavebroughtabouttheexistenceofcognitivepsychology.Cognitivepsychologyisthepsychologicalscienceofthinkingabouttheprocessofthinking.Itcoversawiderangeofresearchareas,includingmemory,attention,perception,knowledge,creativityandproblemsolving.Therefore,itistherenewalofrecentpsychologicalstudy,whichthedisciplinehasonlydevelopedindependentlywithinthedisciplinesincethelate1950sandearly1960s.Piaget，asthefounderofmoderncognitivepsychology,putforwardthegeneticepistemology.IntheUnitedStates,atthattimewhenbehaviorismwasinthelead,Piaget’stheorydidnotgainanyattentiontillthedebatebetweenmechanismandmentalistoccurred.Peoplereallyknowhiscontributiontothestudyoflanguageacquisition.Piagethimselfdidnotdirectlystudythestructureoflanguageacquisition.Heexplainedcognitioninthescientificunderstandingfromtheviewpointofthepsychologydevelopment.Hehasemphasizedconstantlythattheacquisitionconstructionistheinteractionofthesubjectandtheobject.Healsoindicatesthatunderstandingisneitherresultedfromaconscioussubject,norcausedbytheexisting.Theeffectoccurredinmidwaybetweenthesubjectandtheobject,whichcontainsboththesubjectandtheobjectatthesametime.Sincecognitionliesintheunderstandingbetweensubjectandobject,therearemanydifferentwaystounderstandhuman.Thatunderstandingcanalsoappearascorrectunderstanding,misunderstanding,orpartialunderstandingbecauseofthedifferentconditions.Piagetconsidersthatconceptualgrowthoccursbecausethechild,whileactivelyattemptingtoadapttotheenvironment,organizes18 actionsintoschematathroughtheprocessesofassimilationandaccommodation.Piagetsawcognitivedevelopmentasessentiallyaprocessofmaturation,withinwhichgeneticandexperienceinteract(ShuBaimei，ChenYoulin,1999:124)Assimilationistheprocessofchangingormodifyingincominginformationinourheartssothatwecanalignitwithwhatwealreadyknow.Ontheotherhand,accommodationistheprocessofmodifyingwhatwealreadyknowtoconsidernewinformation.AssimilationisapartofPiaget’stheorythatillustrateshowchildrenperceivetheoutsideworld.Assimilationmeansthatachildmaychangeoralterwhatheperceivesfromtheoutsideworldtobetterfithisinternalworld.Theresultofassimilationisthat“complexandfamiliarexternalobjectsaresimplifiedtofitpre-existentcategoriesinyourhead,”andthismaycausestereotypesand“pigeon-holing”forchildren.Assimilationoccurswhenthechilddoesnotturninwardtoaccommodateobjectsoftheworld,itisasimplerbutlessrealisticperceptionofform.Accommodationisalsoaformofperceptionandlearningforchildrenanditismorecomplicatedandchallenging.Piaget’stheoryonaccommodationassertsthattheinternalactivitychangetobeabletofittheoutsideworld.Accommodationoccurswhenachildperceivesstrangeinformation.Thechildwillthencreateanewareaofintelligence,perception,andthoughttodealwiththeinformationfromtheoutsideworld.AccordingtoPiaget’stheory,accommodationiswhenachildmustaltertheideasinhisheadinordertofittherealitiesofexternalobjects.Bothassimilationandaccommodationprocessideasaboutperceptionandreality.Piaget’stheoryonaccommodationisinterestingandimportanttounderstandhowdealingbetweenchildrenandadults.Piaget’stheoryindicatesthataccommodationandassimilationalwaysoccuratmeanwhile,andarebothconstantlyinusewhenperceivingtheoutsideworld.Inthiscase,theindividualeitherconstructsanewpatternormodifytheoriginalpattern.Piagetlearnedfromtheobservationofthechildrenthatthechildrenarecreatingideas,theynotonlyfromtheparentsorteachersgetknowledge;theyactivelybuild18 andreformtheirownknowledge.Inexaminingthecognitivedevelopmentofchildrenandadolescents,Piagetidentifiedfourmainstages:sensormotor,preoperative,specificoperationandformaloperation.Piagetbelievesthatallchildrenwillpassthesestagestoascendtothenextlevelofcognitivedevelopment.Ateverystage,childrenshownewintellectualmanifestationsandanincreasinglycomplexunderstandingoftheworld.Theperiodatwhichchildrenprogressthroughthestagesareaverages—theyvarywiththeenvironmentandbackgroundofindividualchildren.Atanystatedtimeachildmaygivemorebehaviorscharacteristicthanbefore.Piaget’scognitivelearningtheoryisusefulforlanguageteachers.First,whenstudentslearnanewlanguage,theyareactivelylearningandthink,teachercanhelpandencouragethem.Second,therequirementsofanytaskmustmatchthelearner’scognitivelevel.Third,teachercanusePiaget’sconceptofassimilationandaccommodation.Forexample,bylisteningtoaconversation,weneedtomodifythelanguagewealreadyknowsothatthenewinformationfitsourexistingknowledge.Inthisway,wegraduallygrasphowthenewlanguagesystemworks.3.2ThePrinciplesofCognitiveApproachThefollowingeightbasicrulesarecognitiveapproachtoteaching:Thefirstisitsgoodforstudentstolearngrammaticalrules,butteacherscantakeadvantageofexistingknowledgeoflearnerstodecideteachingcontent.Secondly,teacherscandeductteachingbasedontheexistingknowledgeofstudents.Thirdly,teachersshouldtakethedevelopmentoflanguageskillsratherthanlinguisticexpression.Thefourth,learneriscenterofclassroomteaching.Thefifth,languagepracticeisveryimportantinclass.Thesixth,learningwillbebasedonunderstanding.Theseventh,listening,writingandreadingareequallyimportant.Theeighth,errorisnormalandunavoidable.TherearemainlyfiveteachingprinciplesoftheCognitiveApproach:(1)Todevelopstudents’intelligence,makethemeaningfulpracticeonthebasisofunderstandingandgraspingtherulesofgrammar.(2)Studentsshouldbethecenterinforeignlanguageteaching.(3)Theappropriateuseofnativelanguageifnecessary.18 (4)Toanalyzethereasonsforthemistakesmadebythestudentsandmakethemrelax.(5)Attentiontothelanguagerules,withparticularemphasisontheunderstandingofgrammarrules,makinglanguageactivitiesonthebasisofunderstandingoftherules.Accordingtotheaboveprinciples,therearealotofskillsforteacherstousecognitiveapproach.Theskillusedwidelyisthatteacherscanconsciouslyteachgrammarbyfreetranslationandinterpretation.Forexample,whenteachersteachthenewtext,intheclassroomthenewtextcanbeconsciouslyexplainedtheemergingpronunciation,vocabulary,sothatstudentscanunderstandthesyntaxandmeaningofthetext.Ingeneral,learningbasicknowledgeisusefultocultivatebasicskills,especiallyforthesecondlanguagebeginners.3.3.TheTeachingProcessofCognitiveApproachCognitiveteachingprocesscouldbedividedintothefollowingthreestages:Thefirststageallowsstudentstounderstandthemeaning,compositionandusageofforeignlanguagematerialsandlanguagerulestaughtorprovidedbyteachers.Ifitisnecessary,wecanusethemotherlanguagetolearn.Thesecondstageiscultivatingstudents’abilityoflanguage.Thisphaseexaminesstudents’understandingofthelanguagetheylearnandtheirabilitytouselanguageknowledge.Thisisaveryimportantstagebecauseitisdirectlyrelatedtolearnerswhethertheycanuselanguageaccuratelyandfluentlyusinglanguage.Thelaststageisabouttheuseoflanguage.Itcanbeusedtotalk,discussion,dialogue,narrative,writing,reporting,performance,translationandotherformsofforeignlanguageteachingtoachievethefinaluselanguage.Inotherwords,studentscanimprovetheirlistening,speaking,readingandwritingskills.18 4.EnglishGrammarandEnglishGrammarTeachingLearninggrammarcanhelpstudentstocorrectlyunderstandanduseEnglishsothatstudentsexpressaccuratelyinEnglish.AndgrammarteachingisanindispensablepartwhetheritistoteachEnglishknowledge,ortotrainstudents’listening,speaking,readingandwritingskills.4.1TheDefinitionofGrammarGrammaristheruleoflanguageorganization,whichgiveslanguagetothestructureofthesystem,andthelexicalchangeandthesumoftherulesofwords.Grammaraspartofthelanguage,itisthelanguageofthebody.LearninggrammarcanhelpstudentstocorrectlyunderstandanduseEnglishsothatstudentsexpressaccuratelyinEnglish.Therefore,grammarisveryimportantinseniormiddleschoolEnglishteaching.However,astheconceptof“grammar”appeared,variousviewsonthenatureofgrammarhavebeenconstantly“debut”,whichmakesthestudyofgrammardeepeningandexpandingbecomepossible.Lyonsdefinesgrammarsasdescriptivewordscombinedintolanguagedescriptionsofsentences.Similarly,thesyntaxisdefinedintheLongmanAppliedGrammarDictionary(1989)asfollows:Grammarisadescriptionofthewaylanguageconstructsandlanguageunits(suchaswordsandphrases)formlanguagesentences,usuallyincludingthemeaningoftheselanguagesineachlanguagesystem.Thedefinitionstellusthatthegrammardoesnotonlyrefertotheformsoftherulesoflanguage,butalsorefertothemeaningsanduses.Hencethegrammarteachingshouldnotmerelyfocusontheformbutalsoonmeaningandunderstanding.4.2.TheImportanceofGrammarTeachingTheacquisitionofagrammaticalsystemisstillanimportantpartoflanguagelearning,andgrammarisacreativemeansofacquiringlanguage,andthelackofgrammaticalknowledgecanseriouslyaffectcommunicativecompetence,saysWilkins,asociologyexpert.Celce-Murcia(1992)commented:“Attentiveandconvincingevidencesuggeststhatgrammar-freeteaching,whetherbasedonunderstandingorcommunication,canonlyleadtopoor,grammaticalpidgintypeof18 foreignlanguage,studentsaredifficulttogobeyondthisstage,toobtainanyprogress.”Therefore,intheprocessofhighschoolEnglishteaching,grammarteachingisanindispensablepartwhetheritistoteachEnglishknowledge,ortotrainstudents’listening,speaking,readingandwritingskills.WiththeimplementationofEnglishcurriculumreform,ourEnglisheducatorshavereachedaconsensusontheteachingofEnglishgrammar:grammarteachingisnotonlyimportantbutalsonecessary.Chineselearnershaveagoodlanguageenvironmentwhenlearningtheirmothertongue.Therefore,thereisnoneedtolearngrammarthroughnativelanguage.However,whenlearningEnglish,learnerslackoftheEnglishlanguageenvironmentandwillbeinfluencedbytheirmothertongue.Inaddition,accordingtotheChineselearnersstudyEnglishinabigroomandwithmanyclassmates,thetimewhenteachersteachEnglishislimited,andstudentsgetfewerchancesoflearningEnglish.Therefore,studentswanttouseEnglishcorrectly,theymustmastertheEnglishgrammarknowledgesystem,andmasterthebasicstructureofEnglish.Forthepurposeoflanguagelearning,learnersneedtolearngrammar.OneofthegoalsoftheEnglishcurriculumistoenablestudentstofullyuseEnglishbasislanguageskills.Masteringlanguageskillsnotonlyhasverbalcommunicationskills,andshouldbecomprehensivedevelopmentoflistening,speaking,readingandwritingskills.Atthesametime,therelationshipbetweengrammaticalcompetenceandcommunicativecompetenceiscomplementary.Becausegrammaticalcompetenceisthetheoreticalbasisforimprovingcommunicativecompetence,andcommunicativeabilityalsohelpslearnerstoconsolidategrammarknowledge.JudgingfromthereformofthematriculationEnglishtesting,grammarisessential.Listeningandlisteningcomprehensionoftenusebasicgrammarknowledge,theuseofgrammarknowledgetochoosetheansweristoavoidambiguity;inthereading,grammaristhestandardtounderstandthethesis;inthewriting,grammarisconsistedwithsentencesandtextualbases.Thus,grammarlinkwithlistening,speaking,readingandwriting.18 4.3ThePrinciplesoftheEnglishGrammarTeachingGrammarisanimportantpartofseniormiddleschoolEnglishlearning.Thepurposeofteachinggrammaristoenablestudentstolearnbasicgrammar,betteruseoflistening,speaking,readingandwritingtopracticelanguage.Accordingtothepurposeofseniormiddleschoolgrammarteaching,grammarteachingshouldfollowthefollowingbasicprinciples.Thefirstisstudentshouldcombinewithpracticeandmemorytolearn.Teacherscarefullyexplainthegrammarofknowledge,whilestudentsunderstandandmemorygrammarknowledgethroughcontinuouspractice.Cognitivelearningtheoryholdsthatthekeytoknowledgeacquisitionisunderstanding,andtheessenceofunderstandingisthatstudentsunderstandtherelationshipbetweenoldandnewknowledgeandformcognitivestructure.Thepurposeoflearninggrammarisreallytounderstandanduseit,donotjustrememberrules.Forexample,whileteachersusuallyteach,maybetheyparticularlyemphasizedthepresentnowparticipleandgerundinthesentenceofthedifferentsyntaxfunction.Manystudentsmechanicallystudy:thatthewordcanbeusedasattributive,adverbial,complement,predicative;gerundcanbeusedasattributive,subject,object,andpredicative.Theyareoftenconfused.Adjectivescanactasasub-wordandbasicallyactasanoun;gerundisequivalenttothenoun.Thesecondiswhenwelearngrammar,weneedtocontactcontext.Learninggrammaristomastertherulesofwords.Butthesentenceswemakearenotonlysyntacticallycorrect,butalsothesentencesthataremadeshouldbeappropriateinacertaincontext.Weknowthatthereisnoseparatesentenceinlife.Anysentenceexistsinaspecificcontext.Forexample:Howareyou?Ilikelisteningtomusic.Thisisamatterofsuitability.Thegrammaticalstructureoftheansweriscorrect,buttheansweriswrong.Therefore,thepurposeofcommunicationcan’tbeachieved.Learninggrammarthroughthecontextnotonlycanguaranteethesuitabilityoflanguageuse,butalsothroughthecontextofthesentencetounderstandthestringofsound,thatis,communicativefunction.Studentsshoulddoactiveobservation,induction,summaryofgrammarrulesinthelearningprocess,ratherthanrelyentirely18 ontheteacher’sexplanation.Studentsshouldtrytosumuptheirownrules.Studentswhocansumuptheirowngrammaticalrulescanusethegrammarmoreflexiblyandshowaquickandaccurateresponseinreading.Thethirdislearningtargetisveryimportant.Grammarhasitsownsystemandintegrity,butweshoulddeterminethefocus,difficult,doubtingrammarteachingaccordingtotheactualneedsofstudents.Forexample,theverb,thegrammarfocusistheverb.Theverbisthe“spine”oftheotherwords.Nowitisalsoadifficultproblemforstudentstousethecompletioninlearning.Theyaresodifficultbecausetheydonotunderstandtheuseofthetenseandthetypeofverbrelated.Theverbthatexpressestheactistheresultoftheactiononlywhenitisfinished.Suchas:shehasmarried.Theshortverbmarryonlyexpressestheresultoftheaction;indicatesthattheverbofcontinuingbehaviorisusedtocompletenow,andtheactioniscontinue.Tosolvethedifficultiesofstudentsneedtoclarifythedifferenttypesofverbsandnowcompletetherelationshipbetweenthegrammars.Teachinggrammarshouldfocusonpracticalbenefitsandtheactualvalue.Theforthisteachersshouldgivestudentsheuristicteaching.Grammarteachingmustimplementtheprincipleofinspiration,andfullymobilizethestudentsthinkingactivitiestopromotestudents’intellectualdevelopment,thusstudentscanimprovelanguageskills,andaccesstolanguageknowledge.Thefocusofheuristicteachingisthattheteachersdonotgivestudentsgrammarrules,andaskthestudentstousetheirmindstothinkabouttheproblemthroughobservation,contrast,analysis,inductiontogetgrammarrules.Withtheheuristicteachingmethod,thestudentswillgraduallydeveloptheobservationoflanguagephenomenaandtheuseoflanguagerulesofconsciousness.18 5.UsingtheCognitiveApproachinEnglishGrammarTeaching:anExampleinaClassThepresentperfecttenseisatenseinseniormiddleschoolthatmoreimportantandmoredifficultforstudentstomaster.Inthefollowing,IusePiaget’saccommodationandassimilationcognitivetheorytostudythecognitiveapproachappliedinEnglishgrammarteachinginseniormiddleschoolfromthemeaning,structureandusageofthepresentperfect.5.1UsingtheCognitiveApproachtoTeachthePresentPerfectTenseBeforeclass,teachergivestwosentencesforstudentstofindtheirdistinctions:LisawasmarriedtoHenry.LisahasmarriedtoHenry.Thenteacherwillaskstudentswhatarethemeaningsaboutthetwosentencesanddistinctions.Evenifstudentsdon’tknowthepresentperfecttense,thestudentstousetheirmindstothinkabouttheproblemthroughobservation,contrast,analysis,inductiontogetgrammarrules.Atthesametime,teachershouldencouragestudentstoexpresstheirminds,whichcanmakestudentsbeinterestedinit.Thenteacherteachthepresentperfecttense.Thepresentperfecttenseindicatesthattheactionorresultoftheactionthathasoccurredorhasbeencompletedinthepast.Itcanalsoindicatethatthepasthasbeenstartedandcontinuestothepresentactionorstate.Structure:subject+have/has+pastparticiple+otherNegative:Subject+havenot/hasnot+pastparticiple+othersDoubtful:Have/Has+subject+pastparticiple+otherSimpleanswer:Yes,subject+have/has.(Sure)No,subject+havenot/hasnot.ThepresentperfecttenseisaveryimportanttenseinEnglish,butitisalsoveryeasytomistakeatense.Summedup,therearefourmainusages.Thefirst,itindicatestheresultorinfluenceofanactionthathasoccurredorhasbeencompletedinthepast.Suchas:Hehasleftthecity.(Theresult:heisnotinthis18 city.)Someonehasbrokenthewindow.(Theresultisthatthewindowsarestillbroken.)Thesecond,itindicatesthatsomethinghasbeencontinuedfromthebeginninguntilnow.Suchas:HehaslivedinYunnanfor30years.(HehasbeenlivinginYunnanfor30years.)Thethird,itindicatesrepetition.Suchas:Howoftenhaveyouplayedbasketball?Thefourth,itindicatesthefuture.Suchas:Iwouldwaituntilhewashedhisbowl.Whenyouhaverested,I’llshowyoutheclothes.(Afteryouhaveagoodrest,I’llshowyoumyclothes.)Next,teacherasksthestudents:Doyouunderstandit?Ifanyonecan’tunderstand,teacherwillexplainitagain.Theteachermustremembertoputstudentsatthecenter,mobilizestudents’initiativeandinterest.Teacherexplainsthemeaninganddistinctionsofthetwosentences:LisawasmarriedtoHenry.LilahasmarriedtoHenry.Thefirstsentenceisthepresentindefinitetense,itindicatesthatLisamarried.Thesecondsentenceisthepresentperfecttense,itindicatesLisamarriedfrompasttonow.Teacherasksstudentstousethestructureofthepresentperfecttensetoexpressthesecondsentence.Forexample,Structure:LisahasmarriedtoHenry.Negative:LisahasnotmarriedtoHenry.Doubtful:HasLisamarriedtoHenry?Simpleanswer:Yes,Lisahas.(Sure)No,Lisahasnot.Teacherasksstudentstopracticecommunicationwiththissentencewithonthersortheycanmakesentencebythemselvestopractice.5.2MakeaPracticeTeachergivesfollowingfiveworks:Choosethebestoptionfromthegivenoptions.(C)1.—________you________yourhomeworkyet?18 —Yes.I_____itamomentago.A.Did;do;finishedB.Have;done;havefinishedC.Have;done;finishedD.Will;do;finish(A)2.—HasJohncome________?—Yes.Hehas________beenherefor10minutes.A.yet;alreadyB.already;yetC.already;alreadyD.yet;yet(A)3.Ihaven’thadagoodrestsinceI________myhometown.A.leftB.haveleftC.hadleftD.leave(B)4.They________abouteighthundredEnglishwordstillnow.A.willlearnB.havelearnedC.aregoingtolearnD.hadlearned(C)5.—HowdoyoulikeBeijing,Mr.Brown?—Oh,I________thecity.A.don’tvisitB.didn’tvisitC.haven’tvisitedD.hadn’tvisitedStudentscandiscusstheiranswerswithclassmates.Thenteacherasksomestudentsgivetheiranswersandreasons.Attheend,teachergivesthecorrectanswer,andsumupstudents’reasonandexplainit.Insummary,thecognitivemethodisappliedtotheteachingofEnglishgrammar,abandoningthetraditionalgrammarteachingmodelcenteredontheteacher,emphasizingthestudent-centeredgrammarteachingmethod,emphasizingmeaningfullearningandmeaningfulpractice.ItcanhelpstudentstolearnEnglishgrammar.ItiseasierforstudentstolearnEnglishimprovetheirabilitytouselanguage.Grammarteachingplaysanimportantroleinourseniormiddleschool.18 6.ConclusionCognitivemethodscanbeusedinEnglishgrammarteachinginseniormiddleschool.Thismethodcanattractstudentstolearngrammarwithinterestandconfidence.Theteacher’sresponsibilityisnotonlytoprovidegrammarrulestostudents,butalsoteachthemhowtolearn.Theroleofteachersandstudentsincognitivemethodsisveryimportant.Theteacherandthestudentsarebenefitedfromthecognitiveteachingduration.Itisalsoshownthatcognitiveapproachcanimprovethestudents’Englishcomprehensivelevelbycognitiveteaching.Cognitiveapproachcanhelpthestudentstobeeffectivelearners.Cognitivemethodscanstimulatestudents’enthusiasmforlearningEnglishanddiscoverthestudents’experiencebysuccess.Italsofoundthatlearningmaterialsandactivitiesdesignedaccordingtothecharacteristicsofthecourseandtheageofthestudentsareverypopularwiththestudents.Theyareinterestedinthemandarereadytoattendthem.Theyfeelasenseofaccomplishmentbyobservingandthinkingaboutlearninggrammarprojects.TherearenotmanyresearchesontheapplicationofcognitiveapproachinEnglishgrammarteachinginseniormiddleschool.Thepresentresearchjustmadeanattemptinthisfield.Nowadays,howtomaketheEnglishclassroom-teachingmoreeffectiveandimprovethelearners’comprehensiveabilityisacriticalissueforEnglishteachersinChina.Althoughthestudywasdesignedandcarefullycompleted,therearesomelimitationsunavoidable.Itisdifficulttoresearch.Sosuggestiontofutureresearchersis:thesubjectsoftheresearchshouldinvolvemorestudentsandcoveralargerangeofallkindsofstudentsfromdifferentschools.CognitiveapproachinEnglishgrammarteachingisaneffectiveapproachworthexploringinourrealteachingclass.Thisstudymaybehassomeproblemsandlimitations,butwecanalsobenefitalotoffromit.18 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