[A brief discussion on English teaching under the guidance of construction grammar] Construction Grammar

Abstract Construction grammar believes that language is composed of constructions, which are composed of form and meaning, and constructions can be abstractly summarized and learned.

Based on this point of view, this article proposes an English teaching method under the guidance of construction grammar, that is, teachers should focus on explaining the form and meaning of constructions, and compare and analyze Chinese and English construction grammar.

Keywords Construction Grammar English Teaching Method Summary CLC Classification Number G642 Document Identification Code A Article Number 1674-4810 (2012) 16-0024-02 - Overview of Construction Grammar The idea of ??construction grammar was first proposed by Fillmore, the founder of case grammar.

came out, and later gradually deepened under the research of experts and scholars such as Adele Goldberg and Paul Kay.

Among them, Goldberg's research results are the most eye-catching.

Construction grammar believes that the constituent elements of semantics are not only words, but larger language units, namely grammatical constructions.

The construction grammar we talk about usually refers to Goldberg's point of view.

Goldberg believes that sentences are not simply a collection of sentence components, but a "gestalt" process.

When a verb appears in different constructions, the semantics of the construction will also be different.

Goldberg believes that these differences cannot be attributed solely to differences in verb meanings, but rather to the construction itself.

Cognitive linguistics, functional grammar and application-based language models all believe that the basic unit of language representation is construction.

Construction grammar believes that a construction is a combination of form and meaning or form and function.

Studying the form of language is inseparable from the examination of form, meaning and function.

Domestic and foreign scholars’ research on constructions mostly involves theoretical research on construction grammar and analysis of specific constructions, including theoretical research on construction grammar (Goldberg, 1995, 2006; Croft, 2001; Xiong Xueliang, 2009).

Research on English constructions (Fillmore, 1988), research on Chinese constructions (Zhang Yi, 2009); comparative research on English and Chinese constructions (Xiong Xueliang, 2007) and research on construction grammar and language teaching and learning.

Research on construction grammar and language teaching and learning can be divided into two aspects: one is theoretical discussion (Ren Qingmei, 2007), and the other is the acquisition of specific constructions (Dong Yanping, Liang Junying, 2004).

Existing research has begun to develop from the perspective of construction grammar to exploring English grammar teaching methods.

Construction grammar in cognitive linguistics can be divided into construction grammar represented by Kay & Fillmore; construction grammar represented by Lakoff & Goldberg; cognitive grammar represented by Langacker; radical construction represented by Croft.

formula grammar.

For the definition of construction, the definition of Goldberg (1995) is usually adopted: a construction is a construction if and only if the construction is a correspondence of form and meaning, and some characteristics of either form or meaning cannot be completely derived from the construction.

The components of the formula or other previously existing constructions can be inferred.

Constructions include morphemes, words, idioms and phrases, and even sentence patterns. Constructions, whether simple or complex, have their own independent form, semantics or function.

Some aspects of the form, semantics or function of a construction are unpredictable, that is, the unpredictability of form, meaning and function cannot be explained by conventional grammatical rules and meaning-making rules.

There are also domestic scholars who discuss translation based on construction grammar.

For example, Yin Pi'an, Ruan Fangfang and others have tried to combine construction grammar with translation under the guidance of the Gestalt theory of construction grammar.

Many scholars are looking forward to obtaining higher-quality translation results while studying the role of constructions in construction grammar in the process of English-Chinese translation and expanding the research field of construction grammar.

2. The feasibility of construction grammar as an English teaching method Construction grammar consists of countless constructions, which are huge in number, abstract and complex (Zhang Ren, 2006).

According to the theory of construction grammar, grammar itself can also be regarded as a construction, that is, a grammatical construction, which is also a combination of form and meaning (Croft & Cruse, 2004).

Construction grammar believes that constructions are abstractly summarized by language learners in their acquired language use, that is, constructions are learned rather than derived.

Goldberg (2006) believes that when learners learn to understand and produce sentences, since the number of sentences is infinite, it is impossible for learners to remember all the sentences they hear. Therefore, in order to understand and produce new utterances, they must

Summarize the sentences you hear.

Language learners do not simply record specific language used before, but summarize sentences to form certain categories.

Construction is composed of form and meaning. The form part includes the phonetic features, morphological features and syntactic features of the construction; the meaning part includes semantic features, pragmatic features and discourse functional features.

Therefore, when teaching, you can teach based on the comparison of Chinese and English forms and meanings.