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1.2.2 The Requirements of New English Curriculum Standards for Primary School English Teaching
It is stated in National English Curriculum Standard that the fundamental aimsof primary school English teaching are to develop primary school students’ interestand self-confidence towards learning a foreign language and to enable them to acquiregood English pronunciation and intonation and ultimately to cultivate theirpreliminary capability to use English language in the daily exchange, laying a solidfoundation for future study, which has indicated that primary school students shouldalso be imbued with some sense of discourse, be it only an English song, a dailyexchange, a short story or a brief self-introduction.

Chapter Two Literature Review

This chapter initially gives an overview of the previous studies that have beenmade on primary school English teaching. Then it provides us the previous studies ondiscourse-based English teaching. At the end of this chapter, previous studiesregarding the application of Fillmore’s frame semantics both at home and abroad arealso presented.

2.1 Previous Studies on Primary School English Teaching
As has been stated above, due to the fact that primary school education isregarded as the prime time of a person’s life-long education, more and moreimportance has been attached to primary school English teaching. In addition,scholars and researchers contend that efficient vocabulary teaching is a prerequisitefor students’ good mastery of the English language. Now that primary schooleducation is the starting point of a person’s whole-life education and vocabularylearning and teaching is the cornerstone of primary school English education, scholarsand researchers, as a result, have written a series of articles, most of which, however,are confined to the area of primary school English vocabulary teaching.Tang Liping (汤丽萍 2008), in On the Application of Chunking Approach toEnglish Vocabulary Teaching in Primary Schools, has a discussion as to thepracticability and helpfulness in applying chunking approach to primary schoolEnglish vocabulary teaching.
Tan Yan (谭艳 2010), in The Application of Cognitive Semantics in PrimarySchool English Vocabulary Teaching, argues that teaching methods on the basis ofcognitive linguistics could be more effective and satisfactory in primary schoolEnglish vocabulary teaching.Indeed, quite a sizable number of scholars and researchers have got involvedthemselves in probing into English vocabulary teaching by using a variety of theories.In spite of the fact that the list of such kind of researches concerned with primaryschools English vocabulary teaching could go on and on, the past decade haswitnessed a steadily increasing number of scholars and researchers shifting theirattention to discourse-based English teaching.

Chapter Three Theoretical Framework......... 20-25
    3.1 A Brief Introduction to Cognitive Linguistics........ 20
    3.2 Theory of Frame Semantics ........20-25
        3.2.1 The Development of the Notion of Frame........ 20-22
        3.2.2 The Operating Mechanism of Fillmore’s ........22
        3.2.3 The Advantages of Frame Semantics........22-25
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