【摘要】：寫作作為一種交際方式,已廣泛的應(yīng)用到各個(gè)領(lǐng)域。在二語習(xí)得的過程中,寫作作為語言輸出重要的一部分,成為高中英語學(xué)習(xí)的重要課題。另外,語言遷移在二語習(xí)得中是一種普遍的現(xiàn)象,它給英語的寫作帶來正面或者負(fù)面的影響。其中動(dòng)詞搭配錯(cuò)誤,是受到負(fù)遷移干擾而形成的遷移錯(cuò)誤的一種。本研究根據(jù)對對比分析法,錯(cuò)誤分析法和中介語假說,以及關(guān)于該課題的國內(nèi)外研究的回顧,重點(diǎn)關(guān)注高中英語寫作中的母語負(fù)遷移錯(cuò)誤,尤其是動(dòng)詞搭配的錯(cuò)誤。具體地說,本論文旨在探討以下研究問題:(1)母語負(fù)遷移會(huì)導(dǎo)致動(dòng)詞搭配的哪些錯(cuò)誤?(2)出現(xiàn)這些錯(cuò)誤的原因是什么?(3)實(shí)施什么樣的教學(xué)策略可以弱化母語負(fù)遷移的影響?本文主要采用問卷、測試和訪談三種研究工具來解決研究問題。在本研究中,實(shí)驗(yàn)對象是100名來自遼寧省盤錦高中高二年級(jí)普通班的學(xué)生。并且所有的研究對象被要求在40分鐘之內(nèi)完成100—120個(gè)字的英語作文,作文的題目為“One Thing I’m Proud of”。這篇作文題選自2013年浙江的高考英語試題。作者在收集完學(xué)生的作文之后將由母語負(fù)遷移導(dǎo)致的動(dòng)詞搭配錯(cuò)誤挑出來。然后,作者將這些錯(cuò)誤分成兩大類—?jiǎng)釉~的詞匯搭配錯(cuò)誤和語法搭配錯(cuò)誤,并且選取出典型錯(cuò)誤案例進(jìn)行詳細(xì)說明。之后,作者通過對學(xué)生進(jìn)行問卷調(diào)查和訪談,分析學(xué)生寫作中出現(xiàn)這些錯(cuò)誤的主要原因。最后,通過對英語教師的訪談,提出一些可以弱化母語負(fù)遷移干擾的教學(xué)方法的建議。寫作樣本的結(jié)果表明學(xué)生在寫作中經(jīng)常出現(xiàn)動(dòng)詞搭配錯(cuò)誤。這些錯(cuò)誤可以分為動(dòng)詞+名詞搭配錯(cuò)誤,動(dòng)詞+副詞搭配錯(cuò)誤,動(dòng)詞+介詞搭配錯(cuò)誤以及動(dòng)詞+語法結(jié)構(gòu)的搭配錯(cuò)誤。其中為動(dòng)詞+名詞搭配錯(cuò)誤和動(dòng)詞+副詞搭配錯(cuò)誤屬于動(dòng)詞的詞匯搭配錯(cuò)誤。動(dòng)詞+介詞搭配錯(cuò)誤和動(dòng)詞+語法結(jié)構(gòu)的搭配錯(cuò)誤屬于動(dòng)詞的語法搭配錯(cuò)誤。錯(cuò)誤最明顯的是動(dòng)詞+名詞搭配錯(cuò)誤。對學(xué)生的問卷調(diào)查和訪談的結(jié)果表明:高中生出現(xiàn)母語負(fù)遷移錯(cuò)誤的原因主要為文化差異、語言輸入?yún)T乏、語言環(huán)境限制、學(xué)生對母語遷移的認(rèn)知問題和學(xué)習(xí)策略的問題。另外,根據(jù)對教師的訪談的分析,總結(jié)出的教學(xué)策略為:注重文化差異和語言差異的教學(xué);創(chuàng)設(shè)語言環(huán)境,增加語言輸入;及時(shí)反饋,有效練習(xí)。從長遠(yuǎn)來看,這些策略有助于有效地弱化母語負(fù)遷移的干擾。
[Abstract]:As a way of communication, writing has been widely used in various fields. In the process of second language acquisition, writing, as an important part of language output, has become an important topic in senior high school English learning. In addition, language transfer is a common phenomenon in second language acquisition, which has a positive or negative impact on English writing. Verb collocation error is a kind of transfer error caused by negative transfer. Based on a review of contrastive analysis, error analysis, interlanguage hypothesis, and domestic and foreign studies on this topic, this study focuses on the errors of negative transfer of mother tongue, especially verb collocation, in senior high school English writing. Specifically, this thesis aims to explore the following research questions: (1) what errors in verb collocation can be caused by negative transfer of mother tongue? (2) what are the causes of these errors? (3) what teaching strategies can be implemented to weaken the influence of negative transfer of mother tongue? This paper mainly uses questionnaire, test and interview to solve the problem. In this study, 100 students from the second grade of Panjin High School in Liaoning Province were enrolled in the study. All subjects were asked to complete 100-120 words of English composition in 40 minutes under the title "one thing I am roud of". This essay is selected from the 2013 English exam in Zhejiang Province. After collecting the students' compositions, the author picks out the verb collocation errors caused by the negative transfer of their mother tongue. Then, the author divides these errors into two categories: lexical collocation errors of verbs and grammatical collocation errors, and select typical error cases to explain them in detail. After that, the author analyzes the main causes of these errors by questionnaire and interviews. Finally, through interviews with English teachers, some suggestions on how to weaken the interference of negative transfer of mother tongue are put forward. The results of writing samples show that students often make verb collocation errors in their writing. These errors can be divided into verb noun collocation errors, verb adverb collocation errors, verb preposition collocation errors and verb grammatical structure collocation errors. Among them, verb noun collocation error and verb adverb collocation error belong to verb lexical collocation error. Verb preposition collocation error and verb grammatical structure collocation error belong to verb grammatical collocation error. The most obvious mistake is the verb noun collocation error. The results of questionnaires and interviews show that the main reasons for the negative transfer of mother tongue in senior high school students are cultural differences, lack of language input, language environment constraints, students' cognitive problems of mother tongue transfer and learning strategies. In addition, according to the analysis of the teachers' interviews, the teaching strategies are summarized as follows: pay attention to the teaching of cultural differences and language differences; create a language environment, increase language input; timely feedback, effective practice. In the long run, these strategies can effectively weaken the interference of negative transfer of mother tongue.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2125043