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Grammar teaching is usually a tough part in English teaching. The knowledge points of English grammar are extremely scattered and complicated, which will consume a large amount of time and is also hard to teach. Owning to these factors, many students regard English grammar as a set of rigid rules and formulas which are complicated and boring to learn.

Inversion has always been an important part in senior high school English grammar teaching, and it is also one of the most difficult grammar owing to its complicated structure and flexible usage. In traditional inversion teaching, teachers usually present a set of rules of inversion to students and ask them to master these rules by rote memory in most cases. However, through this kind of teaching pattern, students can only get to know the superficial structure of inversion without figuring out its underlying cognitive mechanism, which makes it difficult for them to fully understand inversion sentence pattern and use it correctly in concrete situation. What’s worse, it will make English grammar teaching even more boring, reducing students’ interest and enthusiasm for English grammar learning.

As one of the major branches of linguistics, cognitive linguistics has developed rapidly in recent years. Cognitive linguistics believes that language is a reflection of people’s thinking pattern, and as a major tool for cognitive activity. Besides, cognitive linguistics tries to explore the underlying cognitive mechanism of language phenomenon, believing that there is a linkage between the form and meaning a language phenomena. Learning this kind of linkage is beneficial for language learners to understand the internal cognitive mechanism of that language phenomena and better master the target language.

高中英语教学论文怎么写

1.2 Significance of the Study

Judging from the previous studies and research, it can be found that many Chinese students have difficulties in learning the inverted structure due to its complicated rules and the rigid ways of teaching. And many English teachers are still trying to improving English grammar teaching from different perspectives. In recent years, cognitive linguistics is becoming more and more popular as a newly emerging branch of linguistics, and it also shows great potential in explaining some complicated language phenomenon. By reviewing the previous literature and research, the author finds that Figure-Ground theory can be quite persuasive and suitable in explaining the internal cognitive mechanism of inverted structure. Therefore, this paper endeavors to apply Figure-Ground theory in the teaching of English inversion in senior high school, hoping to improve students’ understanding of English inversion.

This paper shows both theoretical and practical significance in English teaching and learning. Theoretically, cognitive linguistics has greatly potential in explaining some language phenomenon. As one of the major contents in cognitive linguistics, Figure-Ground theory has been implemented in many different areas, and it will be a huge step in if it can successfully explain the underlying cognitive mechanism of inve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。