認(rèn)知法在高中英語語法教學(xué)中的應(yīng)用研究 開題報(bào)告

1、開題報(bào)告書論文題目 (Title)A Study of Cognitive Approach Applied in Teaching English Grammar in Senior Middle School認(rèn)知法在高中英語語法中的應(yīng)用中心論點(diǎn)： Central Argument:本文以皮亞杰的認(rèn)知心理學(xué)為基礎(chǔ)，論述認(rèn)知法的定義、基本原則和認(rèn)知法在高中英語語法教學(xué)過程中的有效性。On the basis of Piagets cognitive psychology, this paper discusses the definition, basic principles of cogn

2、itive method and the validity of cognitive method in English grammar teaching in senior middle school. 本研究目的和意義: The Purpose and Significance of This Study:研究目的：以皮亞杰的認(rèn)知心理學(xué)為基礎(chǔ)，對比傳統(tǒng)的語法教學(xué)方法，分析研究認(rèn)知法在高中英語語法中的應(yīng)用，從而提高學(xué)生學(xué)習(xí)英語的興趣和英語聽說讀寫綜合能力。The Purpose of this study: Based on Piagets cognitive psychology, the

3、 author compared the traditional grammar teaching methods with the application of Cognitive Grammar in senior middle school English grammar so as to improve the students interest in learning English and the integrated ability of listening, speaking, reading and writing. 研究意義：改變傳統(tǒng)語法教學(xué)方法，運(yùn)用認(rèn)知法教授英語語法知識

4、來提高學(xué)生學(xué)習(xí)英語的興趣，培養(yǎng)他們自主學(xué)習(xí)的能力，促進(jìn)學(xué)生學(xué)習(xí)掌握和運(yùn)用基礎(chǔ)語法知識，從而提升整體語法能力，最終提高英語成績。The Significance of this study: The significance is to change the traditional grammar teaching methods with cognitive methods to teach English grammar knowledge to improve students interest in learning English, to cultivate their ability

5、 to learn independently, and promote students to master and use basic grammar knowledge.本研究的理論意義（國內(nèi)外文獻(xiàn)綜述）:The Theoretical Significance of This Study (Domestic and Foreign Literature Review):研究背景： 隨著我國教育改革的不斷深入，英語教學(xué)發(fā)生了許多變化，出現(xiàn)了很多的教學(xué)方法。近幾年來，英語教學(xué)在交際教學(xué)的影響下，過分注重了學(xué)生聽說能力的培養(yǎng)和訓(xùn)練，忽視了對學(xué)生語法的教學(xué)，片面強(qiáng)調(diào)了語言的交際功能，致使學(xué)生在

6、語言的準(zhǔn)確性不夠和許多錯(cuò)誤語法。認(rèn)知法教學(xué)法是從人類認(rèn)識規(guī)律的角度出發(fā)，強(qiáng)調(diào)不單單要從形式上學(xué)習(xí)語法，還要從理解上去學(xué)習(xí)。對于解決當(dāng)前英語教學(xué)中出現(xiàn)的問題，應(yīng)該加強(qiáng)認(rèn)知法在英語語法教學(xué)中的應(yīng)用，以促進(jìn)英語教學(xué)的進(jìn)一步發(fā)展。Background: With the development of Chinas education reform, English teaching has undergone many changes and there have been a lot of teaching methods. In recent years, under the influence

7、of communicative approach, English teaching has paid too much attention to the training of students listening and speaking ability but neglecting the teaching of students grammar and unduly emphasizing the communicative function of language, which results in the verbal accuracy and grammar. There ar

8、e many disadvantages. Cognitive teaching method is from the perspective of human understanding, emphasizing not only from the formal learning of grammar, but also from the understanding to learn language. To solve the problems in the current English teaching, we should strengthen the application of

9、cognitive method in English grammar teaching and promote the further development of English teaching.2. 研究現(xiàn)狀Research Status2.1 國內(nèi)外關(guān)于認(rèn)知法與語法教學(xué)的研究 Domestic and Foreign Research on Cognitive Law and Grammar Teaching2.2.1 國外研究狀況 Research Status Abroad認(rèn)知法又叫認(rèn)知符號法，一直以來，國外學(xué)者對它的研究從未間斷過。美國心理學(xué)家卡魯爾在1964年撰寫出版了語法翻

10、譯法的現(xiàn)代形式，文中首次提出了認(rèn)知。認(rèn)知法心理學(xué)基礎(chǔ)源于認(rèn)知心理學(xué)，其代表人物皮亞杰于60年代初創(chuàng)立了發(fā)生認(rèn)識論，他通過研究語言在兒童認(rèn)知能力發(fā)展中的作用，發(fā)現(xiàn)兒童與人類天生能力和客觀經(jīng)驗(yàn)密切相關(guān)，是兩者相互作用的結(jié)果。心理學(xué)家布魯納提出的“基本結(jié)構(gòu)”和“學(xué)習(xí)者為中心”的理論對認(rèn)知法的形成也產(chǎn)生了巨大影響。心理學(xué)家奧蘇貝爾則提出了“有意義學(xué)習(xí)理論”，即認(rèn)知學(xué)習(xí)，試圖將認(rèn)知心理學(xué)運(yùn)用到教學(xué)領(lǐng)域。認(rèn)知法的語言學(xué)理論基礎(chǔ)是喬姆斯基創(chuàng)立的轉(zhuǎn)換生成語法理論，他提出的“語言習(xí)得機(jī)制”認(rèn)為人類天生具有學(xué)習(xí)語言的潛能。18世紀(jì)哲學(xué)家維柯提出的建構(gòu)主義學(xué)習(xí)觀為認(rèn)知法形成提供了教育理論基礎(chǔ)。Cognitive a

11、pproach, called cognitive symbolic approach, has been researched by foreign scholars. American psychologist Karuer wrote and published the “Modern Form of Grammar Translation Method” in 1964, in which the cognitive method was put forward the first time. Cognitive psychology is derived from cognitive

12、 psychology, and the representative Piaget founded the epistemology in the early 1960s, found that the language in the cognitive development of children and that children are closely related to innate human ability and objective experience is the result of the interaction between the two. Psychologi

13、st Bruner put forward the “basic structure” and “l(fā)earner-centered” theory on the formation of cognitive approach. Psychologist Aosubell put forward the “meaningful learning theory”, namely, cognitive learning, trying to apply cognitive psychology to the teaching. Cognitive linguistic theory is based

14、 on Chomskys theory of transformational generative grammar. He proposed “Language acquisition device” that human beings have the potential to learn the language. In the18th century, philosopher Vicos constructivist learning concept for the formation of cognitive theory provides a theoretical basis f

15、or education.國外學(xué)者關(guān)于英語語法研究主要從17世紀(jì)第一批英語語法著作出現(xiàn)，18世紀(jì)研究英語語法的書籍大量出現(xiàn)開始，這一階段的特征是規(guī)定性語法，基本上全盤套用拉丁語探討英語中的問題。19世紀(jì)下半葉出現(xiàn)了描寫性語法，這一派學(xué)者認(rèn)為語言是變化的，反對照套拉丁語，語法處于不斷地發(fā)展和完善之中。20世紀(jì)中葉出現(xiàn)了美國結(jié)構(gòu)主義語法，這一學(xué)派認(rèn)為他們自己的學(xué)說是描寫語言，將以前的語法稱為傳統(tǒng)語法。20世紀(jì)50年代后期，美國出現(xiàn)了以喬姆斯基為代表的轉(zhuǎn)換生成語法，生成語法的句法是與語義區(qū)分的。20世紀(jì)下半葉發(fā)展起來的功能語法以語法為中心，涉及語義、語音和形態(tài)等。20世紀(jì)80年代以來提出了認(rèn)知語法，

16、是以描述語言的心理真實(shí)性為目標(biāo)，為解釋語法再生力、詞的引申和修辭語言提供了統(tǒng)一的框架，語言的創(chuàng)造力也被置于人類知識學(xué)習(xí)、推理、解決問題的能力范圍之內(nèi)。語言學(xué)家對語法的認(rèn)識不斷加深，從對詞法、句法和語法研究到對語篇語法的研究。 Foreign scholars who researched English grammar mainly started from the first English grammar books appeared in the 17th century. A large number English grammar books of studying English

17、grammar in the 18th century. This stage is characterized by prescriptive grammar, basically the whole application of Latin to explore English problems. In the second half of the nineteenth century, there was a descriptive grammar, in which the scholar thought that the language was changed and the La

18、tin language was opposed, and the grammar was constantly developing and perfecting. In the middle of the twentieth century, the American structuralist grammar appeared. The scholars of this school think that their own doctrine is descriptive language, and the former grammar is called traditional gra

19、mmar. In the late 1950s, the United States developed transformational generative grammar represented by Chomsky, and the syntax of generative grammar was distinguished from semantics. The functional grammar developed in the second half of the 20th century focuses on grammar, involving semantics, pho

20、netics, morphology and so on. Since the 1980s, cognitive grammar has been proposed, which aims at describing the psychological authenticity of language. Word extension and rhetorical language provides a unified framework, and the language of creativity has also been placed in human knowledge learnin

21、g, reasoning, problem-solving ability within the scope of cognition. Linguists have deepened the understanding of the language, from the lexical, syntactic grammar to the study of discourse grammar.2.2.2 國內(nèi)研究狀況 The Status of Domestic Research國內(nèi)學(xué)者關(guān)于英語語法的研究主要有許國璋指出語言之有語法，語法之有制約作用，是語言本身所決定的。張正東（2004）年指

22、出語法是對語言中存在的規(guī)則性和不規(guī)則性所作的概括描述；戴煒棟（2006）年指出語法涵蓋的內(nèi)容較廣和語用規(guī)律的元語言知識。趙艷芳（2005）年指出對語法的研究歷來具有狹義和廣義之分。在語法研究的發(fā)展過程中，出現(xiàn)過很多種語法理論，各種理論都有其優(yōu)缺點(diǎn)，所以我們要揚(yáng)長避短，做到更合理、更有效的進(jìn)行教學(xué)。The study of English grammar by Chinese scholars mainly includes that Xu Guozhang points out that grammar is restricted by language and that grammar is

23、 determined by language itself. Zhang Zhengdong pointed out that grammar is a general description of rules and irregularities existing in language in 2004. Dai Weidong pointed out that grammar covers a wide range of content and meta-language knowledge of pragmatic laws in 2006. Zhao Yanfang pointed

24、out that the study of grammar has always been narrow and broad sense in 2005. In the development of grammar research, there have been a lot of theories of grammar, which have their advantages and disadvantages, so we should avoid weaknesses to make a more reasonable and more effective teaching metho

25、d. 本研究的問題、理論、方法和視角：The Research Questions, Theories, Methods and Perspectives:問題：1）認(rèn)知法語法教學(xué)是否比傳統(tǒng)的語法教學(xué)方法更有效？2）認(rèn)知法教授語法是否能提高學(xué)生學(xué)習(xí)英語的興趣和英語聽說讀寫綜合能力？Question: 1) Is cognitive grammar teaching more effective than traditional grammar teaching methods? 2) Does cognitive grammar teaching improve students intere

26、st in learning English and their ability to read, write, write, and write?理論：認(rèn)知心理學(xué)理論Theory: Cognitive psychology theory方法：定性分析，文獻(xiàn)法Methods: Qualitative analysis, related data and literature analysis視角：認(rèn)知心理學(xué)Perspective: Cognitive psychology本研究的主要觀點(diǎn)和重難點(diǎn)：The Main Points of This Study and The Difficultie

27、s:主要觀點(diǎn)：對于高中生來說，語法在英語學(xué)習(xí)過程中是重要的，也是非常必要的，同時(shí)又是最難掌握的。本文以皮亞杰的認(rèn)知心理學(xué)為基礎(chǔ)，論述認(rèn)知法的定義、基本原則和認(rèn)知法在高中英語語法教學(xué)過程中的有效性。Main Point: Grammar is very important and necessary in the English learning process to senior middle school students, but it is also difficult to master. On the basis of Piagets cognitive psychology, th

28、is paper discusses the definition, basic principles of cognitive method and the validity of cognitive method in English grammar teaching in senior middle school.重難點(diǎn)：重點(diǎn)是運(yùn)用認(rèn)知法教學(xué)理論來教授高中生語法知識，從而有效的培養(yǎng)和提高學(xué)生學(xué)習(xí)英語的興趣和英語聽說讀寫綜合能力。The key point is to use the theory of cognitive teaching to teach the grammar kno

29、wledge of senior middle school students, so as to cultivate and improve students interest in learning English and the integrated ability of listening, speaking, reading and writing. 難點(diǎn)是不知道怎樣教才能避免使語法陷入刻板的教學(xué)模式，怎樣正確運(yùn)用認(rèn)知法在高中英語語法教學(xué)過程中。 The difficulty is that I dont know how to teach the grammar to avoid

30、a rigid teaching model and how to correctly use the cognitive method in English grammar teaching process in senior middle school.Detailed Outline:1. Introduction1.1 Background of the Study1.2 Significance of the Study2. Literature Review2.1 Oversea Study2.2 Domestic Study3. Cognitive Theory and Cogn

31、itive Approach 3.1 Cognitive Psychology3.2 The Principle of Cognitive Approach3.3 The Teaching process of Cognitive Approach4. English Grammar and English Grammar Teaching4.1The Definition of Grammar4.2 The Importance of Grammar Teaching4.3 The Principles of the English Grammar Teaching5. Using the

32、Cognitive Approach in English Grammar Teaching: An Example in A Class5.1 Using the Cognitive Approach to Learn the Present Perfect Tense 5.2 Make A Practice 6.Conclusion 寫作進(jìn)程 (Schedule):2016年9月28日 與指導(dǎo)老師聯(lián)系/見面/溝通，討論論文方向和選題 2016年10月 做讀書筆記 完成開題報(bào)告2016年10月31日 填寫開題報(bào)告的所有內(nèi)容，并提交論文開題報(bào)告2016年11月1日-12月31日指導(dǎo)學(xué)生完成實(shí)驗(yàn)

33、、調(diào)查和論文正文寫作2016年1月3日 提交論文正文初稿給指導(dǎo)教師，畢業(yè)論文中期檢查2017年2月10日 提供初稿反饋意見2017年3月7日 提供修改稿12017年3月21日 提供修改稿1反饋意見2017年3月28日 提供修改稿22017年4月4日 指導(dǎo)學(xué)生做好參考書目2017年4月11日 提供修改稿3，按要求做好參考書目2017年4月17日 指導(dǎo)學(xué)生做好論文正文前的材料（封面、序言、目錄） 2017年4月24日 提供修改稿4，按要求做好正文前材料2017年4月29日 提交定稿2017年5月6日 畢業(yè)論文答辯參考書目(References):1 ANTHONY & G. DAVID. An i

34、ntroduction to applied cognitive psychology M. New York: Psychology Press, 2005. 2 BROOK ANDREW. The prehistory of cognitive science M. England: Palgrave Macmillan Press, 2007.3 ELLIS.R. The study of second language acquisition M. London: Oxford University Press, 1994.4 HALLIDAY M.A.K. On grammar M. Beijing: Peking University Press. 2007.5 SKEHAN, Peter. A cognitive approach to language learning M. 上海：上海外語教育出版社,20006 陳婷. 高中英語語法教學(xué)現(xiàn)狀分析及反思 D. 湖北：華中師范大學(xué),2006年6月.7 戴煒棟. 陳莉萍.二語語法教學(xué)理論綜述 J, 外語教學(xué)與研究,2005(2).8 黃小銳. 淺析認(rèn)知語言學(xué)在英語語法教學(xué)中的應(yīng)用 J. 佳