Abstract: This study aims to investigate the influence of the cognitive linguistic theory on language learning, especially English learning in middle schools in China. The paper emphasizes vocabulary learning and grammar learning in middle school English teaching. Detailed analysis of cognitive linguistics theory is prevented in the study and application of this theory to vocabulary learning and grammar learning is discussed in the study too. The paper concludes that to keep to students’ cognitive pattern, in the practical teaching process, teachers should try to make these abstract concepts concrete so that it will be much easier for students to acquire and memorize these principles. In this way, linking former concepts to the newly occurring concepts will on the one hand increase the efficiency of English learning, and on the other hand, letting learners have a good command of the concepts.

Key words: cognitive linguistics; vocabulary learning ; grammar learning 

摘要：这篇论文旨在调查认知语言学理论对语言学习的影响，尤其是在中国中学里的英语学习。论文强调中学英语学习力的词汇和语法学习。论文中不仅呈现了认知语言学的仔细分析，还有该理论在词汇学习和语法学习中的运用。沦为结尾指出，要遵循学生的认知模式，在实际教学过程中，教师应该尽力将抽象的概念具体化，这样一来，学生将更容易掌握和记忆这些抽象的理论原则。使用这种方法，把之前已有的概念和新出现的概念结合将一方面提高学生英语学习的效率，另一方面使学习者能够更好地掌握这些抽象概念。

关键词：认知语言学：词汇学习：语法学习