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st proposed by a Danish psychologist called Robin in 1921. Later, gestalt psychologists use it to study perception and describe spatial organization, and then proposes the Figure-Ground separation. Kaffka(1935) claims that the “figure” refers the more salient entity of conceptual organization while the “ground” is the rest less noticeable part. Then Bridgean(1981) argues that the movable objects or entity will more likely to be the figure. According to gestalt psychologists, the principle of Pragnanz plays a significant role in assigning the status of figure to certain part of a visual scene(F&H, 2008). Gestalt psychology contends that the organization of conceptual is composed of two segments, figure and ground. 

Based on the findings of gestalt psychologists, Talmy, for the first time, introduces the Figure-Ground theory into the field of cognitive linguistics in 1975. When it comes to the characteristics of the figure and ground, he suggests that the figure is movable and changeable, which is more salient to be noticed. On the contrary, the ground is more stable and fixed, so it is less likely to be noticed. What’s more, Talmy has analyzed the characteristics of the “figure” and the “ground” on the basis of the attention view, which will be presented in the following part. Langacker(1987) then develops Talmy’s theory with a more comprehensive analysis on the relationship between the figure and the ground. He uses the term Trajector(T) to represent the most prominent part, or figure in the cognitive field, and Landmark(L) as the other entities in the relation, and uses dozens of examples to demonstrate his assumption. 

Chapter Three Research Methodology ----------------------- 29

3. 1 Research Questions ---------------------------- 29

3. 2 Research Participants ------------------------------ 29

3. 3 Research Instruments ---------------------------- 30 

Chapter Four Findings and Discussion ------------------ 43

4.1 Major Problems Existing in the Present English Inversion Teaching ------------------------ 43

4.1.1 Overemphasis of Rules for English Inversion ------------- 43

4.1.2 Lack of Systematical Interpretation of English Inversion ----------- 44

Chapter Five Conclusion ---------------- 55

Chapter Four  Findings and Discussion

4.1 Major Problems Existing in the Present English Inversion Teaching

4.1.1 Overemphasis of Rules for English Inversion 

In the beginning of this research, the author interviewed some teachers and students about the current teaching and learning of English inversion, and the results shows that one of the major problems in current inversion teaching is that there are too much emphasis on the rules of inversion. 

The first question in the interview for teachers is about their teaching method of English inversion and the teaching activities they apply in their teaching. According to the collected answers from the three teachers, most of the them will follow the traditional way of English inversion teaching, which mainly focus on the explanation of rules of inverted structure and the memor本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。