The Application Of Construction Grammar Theory In The Teaching Of Verb Structure In Senior High School

Verb construction,as a common construction in English grammar,has attracted extensive attention from linguists at home and abroad.The teaching of verb structure in Senior High School under the guidance of constructive grammar theory is different from traditional grammar teaching.It emphasizes the matching of form,meaning and function,and the construction acquisition view based on generalization.In order to make a micro-study of the acquisition of verb constructions by Chinese high school English learners,this paper attempts to answer the following two questions: 1.How does construction grammar theory promote students’ understanding of English verb structures? 2.How do teachers apply construction grammar to the teaching of English verb structures?In order to answer the above two research questions,this thesis designs two questionnaires,two tests and interview after the experiment.Two questionnaires are conducted to investigate the students’ learning situation of verb structure.By comparing the two questionnaires,the writer judges how construction grammar theory can help students learn verb structure.Pre-test and post-test are divided into two items and share the same forms.The pre-test is mainly to understand students’ understanding of verb structure and whether they can translate sentences with verb structure correctly.The post-test aims to apply construction grammar theory to the teaching after a period of study,and the effect of students’ learning.After the experiment,four questions are put forward to interview four students in view of the writer’s teaching and two research questions during this period.The experiment lasts for three months.Firstly,the basic concepts of construction grammar are taught and the structure is understood by the students.Then,the students are trained to apply constructions to daily English learning and understand the overall rules from a higher level.On the premise of providing students with guided learning materials,the experiment teaches students freely through a large number of examples,sentences and life situations.The results showed that: First,construction grammar theory promoted students’ understanding of verb structure sentences,mainly reflected in the fact that students don’t use the previous word-to-word translation model,consciously use constructions,and improve pupils’ deep grasp.Second,the writer taught students verb structure by presenting learning materials first,and then taught them verb structure from typical construction to atypical construction,so that students realized the convenience of understanding sentences brought by the structure,so as to grasp the verb structure as a whole and master the new method of sentence understanding.