由于語(yǔ)法對(duì)于英語(yǔ)學(xué)習(xí)的重要性,在英語(yǔ)課堂教學(xué)過(guò)程中,語(yǔ)法教學(xué)尤為受到重視。英語(yǔ)倒裝結(jié)構(gòu)是英語(yǔ)語(yǔ)法教學(xué)過(guò)程中的難點(diǎn)和重點(diǎn),很多學(xué)生在通過(guò)硬性記憶其語(yǔ)法規(guī)則后仍能夠掌握該項(xiàng)語(yǔ)法。伴隨認(rèn)知語(yǔ)言學(xué)的不斷發(fā)展,新的教學(xué)方法和教學(xué)理念不斷涌現(xiàn)。其中圖形背景理論作為認(rèn)知語(yǔ)言學(xué)的重要理論,對(duì)英語(yǔ)倒裝結(jié)構(gòu)有較強(qiáng)的認(rèn)知解釋力。本文中,筆者將認(rèn)知語(yǔ)言學(xué)中圖形背景理論作為英語(yǔ)倒裝結(jié)構(gòu)的認(rèn)知理論基礎(chǔ),并將該理論應(yīng)用于倒裝結(jié)構(gòu)的教學(xué)。為驗(yàn)證圖形背景理論在大學(xué)英語(yǔ)倒裝結(jié)構(gòu)教學(xué)中的有效性,采用了定性與定量相結(jié)合的研究方法。選取某大學(xué)62名大一學(xué)生作為實(shí)驗(yàn)對(duì)象,將其分為實(shí)驗(yàn)班和對(duì)照班,并分別對(duì)其進(jìn)行圖形背景理論模式教學(xué)和傳統(tǒng)方法教學(xué)。通過(guò)前測(cè),課堂教學(xué),即時(shí)后測(cè),訪談,延時(shí)后測(cè)的研究方式進(jìn)行了為期五周的實(shí)證研究。本研究試圖探求以下兩個(gè)問(wèn)題:（1）圖形背景理論指導(dǎo)下的倒裝句教學(xué)與傳統(tǒng)語(yǔ)法教學(xué)是否有不同的教學(xué)效果?（2）如若存在不同教學(xué)效果,就學(xué)生對(duì)于倒裝句結(jié)構(gòu)的掌握而言,哪種教學(xué)方法對(duì)更為有效?而通過(guò)對(duì)數(shù)據(jù)的收集、分析,結(jié)果顯示,在即時(shí)測(cè)試和延時(shí)測(cè)試中,采用圖形背景理論指導(dǎo)教學(xué)的實(shí)驗(yàn)班測(cè)試成績(jī)明顯高于傳統(tǒng)教學(xué)的對(duì)照班,即... 

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Data Sources
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 The Definition of the English Inversion
    2.2 Previous Studies of the English Inversion
        2.2.1 Rhetoric Perspective
        2.2.2 Syntactic Perspective
        2.2.3 Pragmatic Perspective
        2.2.4 Cognitive Perspective
Chapter 3 Theoretical Framework
    3.1 An Introduction to the FGT
    3.2 Figure-Ground Separation
    3.3 The Principles of“Pragnanz”
    3.4 The Characteristics of Figure and Ground
    3.5 The Cognitive Reference-point Model
Chapter 4 Research Design
    4.1 Research Hypotheses and Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Pretest
        4.3.2 Immediate Post-test
        4.3.3 Delayed Post-test
        4.3.4 Interview
    4.4 Procedures of the Experiment
        4.4.1 Pretest
        4.4.2 Teaching Procedure
        4.4.3 Post-test
    4.5 Data Collection
Chapter 5 Data Analysis and Discussion
    5.1 Results and Discussions of the Pretest
    5.2 Results and Discussions of the Immediate Post-test
    5.3 Results and Discussions of the Delayed Post-test
    5.4 Results and Discussions of the Interview
    5.5 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of This Research
    6.4 Suggestions for Further Research
Bibliography
Appendix I
Appendix II
Appendix III
Acknowledgements



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