hapter One Introduction1.1 Research BackgroundAlthough there have been various corpus-based studies on the acquisition ofDCs by Chinese learners at home, most of them focus on the use of this constructionby non-English majors and simply make brief discussion about their results in termsof knowledge of SLA. There thus leaves a space for the present study. This thesisfocuses on Chinese English majors’ use of DCs, and interprets its result from theperspective of CG. Moreover, it can provide specific suggestions for practicalteaching and learning of English grammar. To take an example, numerous examplesof this construction that Chinese learners encounter in their learning can be classified,which helps to ease the burden of teaching and learning greatly. In addition, this studyalso helps to demonstrate the explanatory power of CG to the traditional grammarknowledge, by which a complement to the traditional teaching is prov1.3 Research MethodologSince this thesis aims to analyze the features of the use of DCs in ChineseEnglish majors’ English writing, so a certain quantity of ditransitive sentences need tobe retrieved and analyzed. The data of this study is collected from the two sub-corpora (ST5 and ST6) of CLEC because of its authority and the Reference corpusLOCNESS because of its identical genre to the former and of its availability toChinese language researchers.By qualitatively analyzing all concordance lines of specified 85 verbs in the twosub-corpora (ST5 and ST6) of CLEC and LOCNESS, ditransitive expressions arecollected. And then the number of ditransitive expressions, verb type and the type andfrequency of arguments are quantitatively calculated. The following analysis of theuse of these ditransitive sentences, including the distribution of construction senses,verb type and the choice of arguments and the explanation to the result are carried outin a qualitative way..........hapter Two Literature RevieThis chapter will firstly review various linguistic studies of DCs, includingstudies from traditional approaches, namely the structural and transformational-generative approaches, and those from the cognitive approach. And then previousstudies concerning the use of DCs by Chinese English learners will be reviewed2.1 Traditional Linguistic Approaches to Ditransitive ConstructionDC has been studied by researchers of different linguistic schools, and theirdifferent opinions on this construction fundamentally lie in their differentphilosophical foundations.