在二語(yǔ)習(xí)得的過(guò)程中,語(yǔ)法教學(xué)具有舉足輕重的地位。而目前國(guó)內(nèi)語(yǔ)法教學(xué)現(xiàn)狀較為嚴(yán)峻,出現(xiàn)了兩個(gè)極端,一是過(guò)分強(qiáng)調(diào)語(yǔ)言形式,忽視其功能和意義;二是排斥語(yǔ)法教學(xué),過(guò)分強(qiáng)調(diào)交際能力。英語(yǔ)疑問(wèn)句是師生課堂互動(dòng)用語(yǔ),也是日常交際用語(yǔ)。因此,教師更好的教授疑問(wèn)句,學(xué)生更高效地學(xué)習(xí)疑問(wèn)句將會(huì)對(duì)英語(yǔ)學(xué)習(xí)具有重大意義。疑問(wèn)句是語(yǔ)法教學(xué)的一部分,但又與一般語(yǔ)法教學(xué)存在較大不同。多年來(lái),它常常被當(dāng)作語(yǔ)法規(guī)則,一般采取“填鴨式”的教學(xué)方式,使得學(xué)生認(rèn)為疑問(wèn)句的學(xué)習(xí)枯燥無(wú)味,困難重重。體認(rèn)語(yǔ)言學(xué)的核心原則是:現(xiàn)實(shí)-認(rèn)知-語(yǔ)言。其核心意義是人們的語(yǔ)言來(lái)源于對(duì)現(xiàn)實(shí)的互動(dòng)體驗(yàn)和認(rèn)知加工,現(xiàn)實(shí)決定認(rèn)知,認(rèn)知決定語(yǔ)言�；诖�,教師可根據(jù)學(xué)生疑問(wèn)句學(xué)習(xí)的困難和問(wèn)題采取恰當(dāng)?shù)恼J(rèn)知方式幫助其輸出正確的語(yǔ)言。而對(duì)話句法通過(guò)動(dòng)態(tài)語(yǔ)境來(lái)建構(gòu)說(shuō)話者的話語(yǔ),強(qiáng)調(diào)兩個(gè)線性句法之間的交叉映射,而英語(yǔ)疑問(wèn)句對(duì)話正是由一個(gè)問(wèn)句和答句所組成,因此,對(duì)話句法理論中的語(yǔ)言觀和分析工具尤其平行和共振對(duì)疑問(wèn)句教學(xué)有很關(guān)鍵的啟發(fā)。據(jù)此,現(xiàn)實(shí)、認(rèn)知、語(yǔ)言在疑問(wèn)句教學(xué)中的關(guān)系可做以下闡述,在現(xiàn)實(shí)層面上:學(xué)生在學(xué)習(xí)疑問(wèn)句時(shí)遇到的一系列困難,尤其是在練習(xí)和交際中問(wèn)句和...

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Significance
    1.4 Layout of the Study
Chapter Two Literature Review
    2.1 Previous Studies on Grammar Teaching
        2.1.1 Grammar-Translation Method
        2.1.2 Constructional Teaching Approach
        2.1.3 Communicative Teaching Approach
        2.1.4 Task-based Teaching Method
    2.2 Previous Studies on Interrogative Sentence
        2.2.1 Previous Studies on Interrogative Sentence
        2.2.2 Previous Studies on the Interrogative Sentence Teaching
    2.3 Previous Studies on Dialogic Syntax
        2.3.1 Previous Studies on the Theory of Dialogic Syntax
        2.3.2 Previous Studies on the Application of Dialogic Syntax
    2.4 Limitations of previous studies
Chapter Three Theoretical Basis
    3.1 Core Principle of Embodied-Cognitive Linguistics
    3.2 Dialogic Syntax
        3.2.1 The Language View of Dialogic Syntax
        3.2.2 Parallelism
        3.2.3 Resonance
    3.3 A the teaching strategy based on DS Based on ECL
        3.3.1 The Reality
        3.3.2 Cognitive Procedures of the teaching strategy based on DS
        3.3.3 Language
        3.3.4 Analysis of the Teaching Frame
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrument
        4.3.1 Pre-test
        4.3.2 Post-test
        4.3.3 Questionnaire
    4.4 Teaching Design
        4.4.1.Teaching Material
        4.4.2.Teaching Schedule
        4.4.3.Teaching Plan
        4.4.4.Data Collection
Chapter Five Results and Discussion
    5.1.Results of the Data
        5.1.1.Results of the Pre-test
        5.1.2.Results of the Post-test
        5.1.3.Results of the Questionnaire
    5.2.Analysis of Data
        5.2.1.Analysis of Pre-test
        5.2.2.Analysis of Post-test
        5.2.3.Analysis of Questionnaire
    5.3.Discussion
        5.3.1.Contextualization
        5.3.2.Parallelism and Resonance
        5.3.3.Interaction
    5.4.Summary
Chapter Six Conclusions
    6.1.Major Findings
    6.2.Implications for Teaching
    6.3.Limitations of the Thesis
References
Appendix Ⅰ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Questionnaire
Appendix Ⅳ The Scores of Pre-test in Class6 and Class8
Appendix Ⅴ The Scores of Post-test in Class6 and Class8



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