Yifan Yu
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.