| Lexical collocation plays an important role in English learning,and collocation teaching is helpful to the improvement of students‘ English application ability in many aspects.However,at present,collocation learning is not yet given enough attention in junior high school and the effect is not good.Relevant studies have shown that combining cognitive analysis with collocation teaching and providing collocation motivation to learners can help learners to master collocation better.However,it is mainly used in the university classroom at present and is not used much in the junior secondary level.The classroom teaching of junior high school emphasizes―meaning-centered‖,and collocation teaching should be carried out under the premise of focusing on meaning and communication.Relevant literature shows that adopting the Fon F teaching method to teach collocations in the communicative class can balance the communicative atmosphere of the classroom and teaching effect.This study adopts the method of cognitive analysis combined with Fon F to implement English verb-noun collocations teaching in junior high school English class,compares the acquisition effects of ―target collocation‖,―associated collocation‖ and―non-target collocation‖,verifies the effectiveness and operability of cognitive analysis combined with Fon F teaching method in the teaching of English verb-noun collocations in junior high school,and explores the ways to effectively improve the learning effect of verb-noun collocations in junior high school.On the basis of the collocation familiarity test,the author selected 10 target collocations,10 associated collocations,and 10 non-target collocations for experiments.Forty-seven students from the same class in the third grade of a junior high school in Hubei participated in this experiment.After the experiment,all students participated in the immediate post-tests and the delayed post-tests two weeks later.The tests were in the form of fill-in-the-blank tests and multiple choice tests.In addition,in order to gain insight into students‘ attitudes towards the cognitive analysis combined with the Fon F teaching method and the impact of this method on their collocations learning and English language learning,the author administered a questionnaire to 47 students who participated in this experiment,and six participants were selected for interviews.The research shows that: 1)in the immediate post-test,the learning effect of target collocations and association collocations are better than that of non-target collocations,and its advantages maintain in the delayed post-test.The reason may be that the teacher used the Fon F to carry out explicit teaching of target collocations,which improves the salience of target collocations and effectively attracts students‘ attention.This result demonstrates the effectiveness of Fon F teaching,as well as the Notice Hypothesis(Schmidt,1994).Secondly,in the teaching process of target collocations,the teacher used cognitive motivation analysis,which provided a conceptual framework and learning strategies for students‘ associated collocations learning and improved the learning efficiency;2)There was no significant difference between students‘ acquisition of associated collocations and target collocations,but there was a significant difference between students‘acquisition of associated collocations and non-target collocations,indicating that the teaching method of cognitive analysis combined with Fon F can improve students‘skills of analogy to a certain extent.In this way,it helps students take the initiative to use motivations to organize language knowledge,optimize the understanding and classification of collocations,and comprehend by analogy;3)the teaching method of cognitive analysis combined with Fon F increases the students‘ learning interest in verb-noun collocations.Understanding the motivation behind collocation can not only help language learners establish a close logical relationship between words in their minds,but also help learners understand the cultural meaning of ―non-equivalent words‖ and collocations by comparing English and Chinese,and stimulate learners to explore cultural differences and generate interest in learning.This study has certain implications for collocations teaching in junior high school English class.In junior high school English class in China,teachers can integrate the cognitive models into the teaching of English collocations,focus on analysis of collocation motivation and use the cognitive context to teach English collocation.In addition,teachers can appropriately compile teaching materials and design teaching activities to improve students‘ language ability and at the same time stimulate students‘ interest in learning English. |
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