Research on the Difficulties and Optimization Paths of Teaching English Ditransitive Constructions in Junior High School: A Construction Grammar Perspective
DOI:
https://doi.org/10.54097/ve2aqb38Keywords:
Construction Grammar, Ditransitive Construction, English Language TeachingAbstract
The English ditransitive construction has long been a challenging focus in grammar instruction and remains an enduring topic of international scholarly inquiry. Goldberg’s Construction Grammar has provided extensive synchronic descriptions and discussions of this construction, and in recent years, it has attracted considerable attention within Chinese academia, with researchers examining it from contrastive English-Chinese perspectives and exploring its pedagogical applications in both foreign language and Chinese language classrooms. However, in actual teaching practice, many teachers hold a rather vague understanding of the ditransitive construction, which in turn causes confusion among students. To deepen the understanding of this construction and enhance its pedagogical effectiveness, this study integrates teaching practice, current instructional realities, constructionist theory, the basic structures of English ditransitives, and their prototypical meanings to explore and optimize the teaching of this grammatical item in junior high school English, with the aim of improving instructional outcomes.
Downloads
References
[1] Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge University Press.
[2] Goldberg, A. E. (2003). Constructions: A new theoretical approach to language. Journal of Foreign Languages.
[3] Chen, R. (2013). English teaching in secondary schools from the perspective of Construction Grammar theory. Journal of the Chinese Society of Education, (10), 72–75. (In Chinese)
[4] Dong, Y. P., & Liang, J. Y. (2004). The role of constructions in Chinese EFL learners' comprehension of English sentence meanings. Foreign Language Teaching and Research, (1), 42–48. (In Chinese)
[5] Hu, X. W. (2007). Acquisition of English double object constructions by Chinese students: A corpus based contrastive study. Foreign Languages Research, (5), 48–53. (In Chinese)
[6] Liang, G. Q. (1992). An analysis of double object constructions from three major grammatical schools. Journal of Liaoning Institute of Education, (2), 107–112. (In Chinese)
[7] Lin, Z. J., & Liu, Y. B. (2012). English grammar teaching from the perspective of Construction Grammar. Foreign Language Teaching Theory and Practice, (1), 51–57. (In Chinese)
[8] Wang, Y. (2008). A conceptual structure analysis of English double object constructions: Classification of double object verbs and constructions and a "three stage" cognitive interpretation. Foreign Languages and Their Teaching, (8), 1–7. (In Chinese)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Academic Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
